Instructional Design – Learning Objectives; Backwards Design, Blooms Taxonomy

Presented by Michelle Yoon, PhD on March 3, 2016 at 12:00 pm

It is often said that medicine and healthcare is both a science and an art. Likewise, teaching is often referred to as both a science and an art, and the same can said specifically in reference to teaching in medical science education, or health professions education. But before good teaching can occur, it is important to examine the process of developing of learning experiences through systematic instructional design. “What do you want your students to know?” “What do you want them to be able to do?” “How do you gauge or calibrate the complexity of learning?” This web audioseminar will enable participants to thoughtfully answer these questions, by introducing them to the juxtaposed perspectives of the iterative 5-step Dick and Carey model, and Wiggins & McTighe’s Backward Design Model of instruction design (ID). The session will connect these instructional design paradigms to Bloom’s Taxonomy so that participants will be able to think globally about systematic instructional design in the context of cognition or learning domains. Participants will be introduced to designing instruction in a methodical, step-by-step, iterative way that allows them to calibrate instruction involving varying levels of complexity. This session will also allow participants to see how designing good instruction can also begin with using learning objectives and goals as a guiding map to help design specific pieces of instruction. Participants will learn how good instructional design can–and should–bridge, or align, learning objectives with assessment in the instructional process.

Seminar Archive

Presenter Bios

Michelle YoonMichelle Yoon, Ph.D. is Assistant Dean of Assessment, and Assistant Professor in the Department of Medicine at Uniformed Services University of the Health Sciences (USUHS) in Bethesda, MD. There, she directs program evaluation for UME, teaches Instructional Design/Curriculum Development courses in the Health Professions Education graduate program, chairs the Assessment Committee, and is on the Long Term Career Outcomes Study research team. Her eight years in Medical Education encompass medical school instructional design and curriculum development, program evaluation, student assessment, and educational research.

Dr. Yoon holds a Ph.D. from the University of Virginia in Educational Psychology with minors in 1) Gifted Education, and 2) Educational Research, Statistics, and Evaluation. Prior to joining faculty at USUHS, she was the Instructional Designer at the University of Virginia (UVA) School of Medicine, where she was a Co-PI on a project examining Biochemistry-related preparation and learning needs among first year students. Previous to that, she was a post-doctoral educational researcher and curriculum evaluator at UVA.

Dr. Yoon has published on team-based learning, medical student communication skills, and student learning and development through curriculum change. She has nationally and internationally on topics related to curriculum design, team-based learning, and the learning needs of incoming medical students, and talent development/giftedness in the context of young adults in the health professions.

Prior to receiving her Ph.D., Dr. Yoon was a college and university career counselor, and a vocational rehabilitation counselor, and holds her M. Ed. in Counseling and Higher Education Student Affairs Administration from the University of Virginia.