Evolving through Complex Learning: Designing a Blueprint for Prescribing Using the Four-Component Instructional Design (4C/ID) Model in Basic Medical Training.
The complex skill of prescribing often fails to translate effectively from basic medical training into clinical practice, leading to poor patient management and medication errors. Previous research has demonstrated that learners face substantial challenges in achieving the threshold of integrated un...
| Publicado en: | Teaching & Learning in Medicine Vol. 38; no. 4; pp. 523 - 538 |
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| Autores principales: | , , , , , , |
| Formato: | Journal Article |
| Publicado: |
Taylor & Francis Ltd
Aug/Sep2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=197071945&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 197071945 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10401334 7N0 jtl: Teaching & Learning in Medicine issn: 10401334 maglogo: N pubinfo: dt: Aug/Sep2026 vid: 38 iid: 4 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 197071945 188869590 10.1080/10401334.2025.2572779 197071945 ppf: 523 ppct: 15 formats: tig: atl: Evolving through Complex Learning: Designing a Blueprint for Prescribing Using the Four-Component Instructional Design (4C/ID) Model in Basic Medical Training. aug: au: Khurshid, Faraz Thompson, Rachel O'Connor, Elizabeth Hegazi, Iman Maynard, Greggory Siddiqui, Hanan Rafi, Shumaila affil: School of Medicine, Medical Education Unit, Western Sydney University, Sydney, Australia sug: ab: The complex skill of prescribing often fails to translate effectively from basic medical training into clinical practice, leading to poor patient management and medication errors. Previous research has demonstrated that learners face substantial challenges in achieving the threshold of integrated understanding and decision-making required for rational prescribing in different contexts. These challenges stem from the fact that learning to prescribe remains an implicit experience. Students tend to imitate physicians' prescribing patterns without understanding how the expert's cognitive schema operates, making it difficult to transfer this skill to new or diverse situations. While several interventions have been introduced, the challenge in transferring this skill may lie in the educational strategies for prescribing, further compounded by the complex web of underlying concepts inherent to the task. To address this, we explore the Four Component Instructional Design (4 C/ID) model, integrated with cognitive load theory. The 4 C/ID model posits that complex skills training requires a combination of learning tasks, supportive information, procedural information, and part-task practice. This integration aims to develop the knowledge, skills, and attitudes necessary for complex tasks and enhance knowledge transfer without overloading cognitive abilities. To illustrate this integration, we present a blueprint for an antimicrobial module spanning pre-clinical to clinical years, focusing on identified threshold concepts of pharmacology and fostering the practice of both routine and non-routine prescribing skills. Students engage in whole-task activities, supported by mental models, procedural knowledge, and repetitive practice. We recommend a blended learning approach for this module, using successful strategies from other domains. In traditional curricula, our module can be introduced during clinical rotations and culminate as a capstone course. This module offers a promising solution to current challenges in teaching and practicing prescribing. pubtype: Academic Journal doctype: Journal Article ougenre: Unknown language: English refInfo: holdings: @attributes: islocal: N |
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