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Table 2 Application of 4-component instructional design

From: Fundamental underpinnings of simulation education: describing a four-component instructional design approach to healthcare simulation fellowships

Component of instructional design Application within a simulation fellowship Examples in Debriefing
Structured learning tasks Create real-life tasks with focused learning objectives toward desired skills acquisition
Provide variability in tasks to develop systematic approaches
Use a standardized learner who offers a difficult debriefing situation
Create difficult debriefing situations where strategies like “sign-posting” or normalization will de-escalate the difficult situation by creating different frames to be debriefed
Supportive information Offer didactic covering fundamental elements of a topic
Journal club
Describe debriefing architecture and the purpose of each phase
Discuss journal article addressing a debriefing construct or application of debriefing
Procedural information With skills needing to be automated, offer just-in-time feedback During a debriefing, when an error is made skipping a phase in architecture, the debriefing is stopped and the learner is made to correct the error
Part-task practice Focused practice on elements of a complex skill allows for chunking of information and translating it into long-term memory Practicing the pre-brief in isolation to polish the skill prior to putting it in the larger context of the debrief
  1. The 4-component instructional design addresses the larger program but each topic being learned and how it relates to other topics requires practical considerations and careful design consideration. The table explores these considerations around the topic of debriefing