From Lecture to Learning Tasks: Use of the 4C/ID Model in a Communication Skills Course in a Continuing Professional Education Context

Astrid Pratidina Susilo*, Jeroen van Merrienboer, Jan van Dalen, Mora Claramita, Albert Scherpbier

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

20 Citations (Web of Science)

Abstract

This article describes the use of four-component instructional design (4C/ID), a model to plan educational interventions for complex learning. This model was used to design a continuing education course on communication skills for health professionals in a context that is hierarchical and communal. The authors describe the 4C/ID model and provide an example of its application in designing the course. In the 4C/ID model, learning tasks serve as the backbone of the course, with lectures and other supportive information organized around them. The 4C/ID model is different from traditional models that base the course on lectures on different topics and connect part-task assignments to these topics. The use of the 4C/ID model to develop the educational intervention moves the paradigm from lectures to learning tasks to better prepare learners for real practice.
Original languageEnglish
Pages (from-to)278-284
JournalJournal of Continuing Education in Nursing
Volume44
Issue number6
DOIs
Publication statusPublished - Jun 2013

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