University of Toronto Mississauga, Mississauga, Ontario, Canada.
Pain Res Manag. 2011 Nov-Dec;16(6):427-32. doi: 10.1155/2011/359079.
The present article describes educational innovation processes and design of a web-based pain interprofessional resource for prelicensure health science students in universities across Canada. Operationalization of educational theory in design coupled with formative evaluation of design are discussed, along with strategies that support collaborative innovation.
Educational design was driven by content, theory and evaluation. Pain misbeliefs and teaching points along the continuum from acute to persistent pain were identified. Knowledge-building theory, situated learning, reflection and novel designs for cognitive scaffolding were then employed. Design research principles were incorporated to inform iterative and ongoing design.
An authentic patient case was constructed, situated in interprofessional complex care to highlight learning objectives related to pre-operative, postoperative and treatment up to one year, for a surgical cancer patient. Pain mechanisms, assessment and management framed content creation. Knowledge building scaffolds were used, which included video simulations, embedded resources, concurrent feedback, practice-based reflective exercises and commentaries. Scaffolds were refined to specifically support knowledge translation. Illustrative commentaries were designed to explicate pain misbeliefs and best practices. Architecture of the resource was mapped; a multimedia, interactive prototype was created. This pain education resource was developed primarily for individual use, with extensions for interprofessional collective discourse.
Translation of curricular content scripts into representation maps supported the collaborative design process by establishing a common visual language. The web-based prototype will be formatively and summatively evaluated to assess pedagogic design, knowledge-translation scaffolds, pain knowledge gains, relevance, feasibility and fidelity of this educational innovation.
本文介绍了为加拿大各大学的卫生科学专业学生设计的基于网络的跨专业疼痛教育资源的教育创新过程。讨论了设计中教育理论的实施以及设计的形成性评估，以及支持协作创新的策略。
教育设计由内容、理论和评估驱动。确定了疼痛误解和从急性到持续性疼痛连续体的教学要点。然后采用知识构建理论、情境学习、反思和认知支架的新设计。设计研究原则被纳入其中，以告知迭代和持续设计。
构建了一个真实的患者案例，置于跨专业的复杂护理中，突出与术前、术后和一年治疗相关的学习目标，针对手术癌症患者。疼痛机制、评估和管理构成了内容创作的框架。使用了知识构建支架，包括视频模拟、嵌入式资源、同步反馈、基于实践的反思练习和评论。支架经过改进，专门用于支持知识转化。设计了说明性评论，以阐明疼痛误解和最佳实践。资源的架构进行了映射；创建了一个多媒体、交互式原型。这个疼痛教育资源主要是为个人使用而开发的，也可以扩展到跨专业的集体讨论。
课程内容脚本到表示映射的转换通过建立共同的视觉语言支持协作设计过程。将对基于网络的原型进行形成性和总结性评估，以评估教学设计、知识转化支架、疼痛知识的获取、相关性、可行性和这种教育创新的保真度。
