Evidence-based learning

Abstract

In spite of the empirically evident merits of innovative teaching/learning formats such as PBL, resistance is observed to implementing promising curricular innovations, or to changing the traditional medical curricula. Moreover, reforms have failed because of resistance to change. To solve these problems it is accepted worldwide that faculty have to find and apply innovative approaches and to manage change in medical education. The aim of this study is to conceptualize change in pedagogy. The hypotheses developed in this article are visualized by concept mapping. A path analysis (correlation study) is demonstrated investigating the relationship between instructional design and motivation to learn. This article is designed as a case study. Well-defined teaching/learning goals, learning by doing, feedback and social integration of the students are features of instructional design. They correlate positively (0.14-0.32) with students' experience of self-efficacy, which leads to intrinsic motivation to learn (0.48). Implementing an intrinsically motivating teaching/learning format is proposed as a means to managing change in instructional design and, consequently, educational outcome. Evidence-based learning (EBL) was conceptualized in order to develop a format that provides these design conditions. EBL is characterized by seven instructional steps synthesizing: problem-based learning (PBL) with critical appraisal of concepts to be learned, and with quality management of learning projects. The definition of EBL given here provides the basis for further investigation directed towards continuous improvement in medical education.