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UBC Theses and Dissertations

An instructional model for educational technology within applied health sciences Rodenburg, Dirk


This thesis will outline a model for instruction for educational technology within applied health sciences that explicitly targets the conceptual development of the student. The model is based on a first principle integration of instructional theory, instructional design, clinical/medical reasoning, and user modeling. Utilizing a patient management problem format, the model relies on three fundamental tasks carried out by the end-user: key feature selection, analogous model selection, and the choice of a clinical management strategy. It is suggested that these tasks foster deep and integrated thinking on the part of the end-user as a consequence of the necessity to articulate and compare conceptual frameworks. The model outlines a process in which content and clinical context can be "coded" and weighted to allow for some limited inferencing by the presenting system against several predefined conceptual models. The inferencing is based on a simple Baysean formula in which a look-up table of probabilities assigned to each element of each node of the clinical management problem is used to calculate the probability of a conceptual model being carried by the end-user. The inferencing and content structure is specifically designed to provide strong instructional and metacognitive support to the end-user within the targeted domain. The model proposes an extensive feedback cycle in which the end-user is given the option of reviewing each stage in the decision making process, and comparing it to the "ideal" representations of an expert. No formal evaluation of the efficacy of the proposed model is offered.

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