Janssen-Noordman Ameike M B, Merriënboer Jeroen J G, van der Vleuten Cees P M, Scherpbier Albert J J A
Department of Educational Development and Research,University Maastricht, The Netherlands.
Med Teach. 2006 Aug;28(5):447-52. doi: 10.1080/01421590600825276.
To acquire professional competences that entail performance of complex skills, an authentic learning environment is required focused on the integration of all aspects of competences. However, most educational programmes offer separate building blocks, such as separate modules for knowledge and skills. Students accumulate what they have learned in these modules as they progress through the curriculum. In this paper the authors advocate the Four-Component Instructional Design model (4C/ID), which offers a whole-task approach to course design for programmes in which students learn complex skills. The four core components of this approach are: learning tasks, supportive information, just-in-time information and part-task practice. A concrete example from medical education will be presented to clarify both the general ideas behind this approach and the differences between the whole-task approach and conventional educational designs.
为了获得需要运用复杂技能的专业能力，需要一个注重能力各方面整合的真实学习环境。然而，大多数教育项目提供的是零散的内容，比如知识和技能的单独模块。学生在课程学习过程中积累这些模块中学到的知识。在本文中，作者提倡四成分教学设计模型（4C/ID），该模型为学生学习复杂技能的项目提供了一种全任务课程设计方法。这种方法的四个核心组成部分是：学习任务、支持性信息、及时信息和部分任务练习。将给出一个医学教育的具体例子，以阐明这种方法背后的总体思路以及全任务方法与传统教学设计之间的差异。
