University of Houston Graduate Programs for Health Science Educators


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25 Instructional Strategies for Health Science Education

Acknowledgement:
Thanks to Dr. Thomas C. Reeves and Dr. Ümit Kartoğlu for compiling and letting us share this list.

Click on any of the strategies below to learn more.

Lecture: An oral presentation of content often illustrated with PowerPoint slides or other audiovisual media.

Uses:

To allow an expert to share expertise.
To present an argument or introduction to topic.
To provide the information learners need for other activities.
To stimulate asking questions so that material can be clarified.

Resources:

Malik, A. S., & Malik, R. H. (2012). Twelve tips for effective lecturing in a PBL curriculum. Medical Teacher, 34(3), 198-204. https://doi.org/10.3109/0142159X.2011.588741
Wieman, C. (2014, July 15). Stop lecturing me. Scientific American. https://www.scientificamerican.com/article/stop-lecturing-me/

Video: An audiovisual presentation of content accessed from DVD, hard drive, online, or other media.

Uses:

To provide high level overview of content.
To capture interest or increase motivation.
To show processes that cannot be easily seen, e.g., slow or fast motion.
To zoom in or out to see things that cannot be seen with naked eye.

Resources:

Dong, C., & Goh, P. S. (2015). Twelve tips for the effective use of videos in medical education. Medical Teacher, 37(2), 140-145. https://doi.org/10.3109/0142159X.2014.943709
Hurtubise, L., et al.(2013). To play or not to play: Leveraging video in medical education. Journal of Graduate Medical Education, 5(1), 13-18. https://dx.doi.org/10.4300%2FJGME-05-01-32

Reading: Printed content accessed on paper or digital device such as an iPad.

Uses:

To explain complex content.
To share technical information.
To provide the information learners need for other activities.
To provide resources for later consultation.

Resources:

Wynter, L. et al. (2019). Medical students: What educational resources are they using? BMC Medical Education, 19(1), 36. https://doi.org/10.1186/s12909-019-1462-9
Syrek, R. (2018, September 26). 15 Unassigned books every Med student should read. Medscape.
https://www.medscape.com/slideshow/unassigned-books-6010184

Demonstration: A method for showing a step-by-step procedure or complex task.

Uses:

To help learners see how to do something correctly.
To clarify the nature of a new skill.
To increase confidence that a complex task can be completed.
To prepare participants for hands-on practice.

Resources:

Cooke, M., Irby, D. M., & O'Brien, B. C. (2010). Educating physicians: A call for reform of medical school and residency. Hoboken, NJ, John Wiley/Jossey-Bass. Summary
Effective Teaching: A guide for educating healthcare providers. http://reprolineplus.org/system/files/resources/EffectiveTeaching_full.pdf

Drill and Practice: The repetitive practice of a skill with feedback from expert.

Uses:

To enable mastery of psychomotor or cognitive skills.
To enhance performance.
To develop automaticity.
To aid retention.
To develop technique.

Resources:

Vogel, D., & Harendza, S. (2016). Basic practical skills teaching and learning in undergraduate medical education–A review on methodological evidence. GMS Journal for Medical Education, 33(4), 1-19. https://dx.doi.org/10.3205%2Fzma001063
Brabeck, M., Jeffrey, J., & Fry, S. (2020). Practice for knowledge acquisition (Not drill and kill). American Psychological Association. https://www.apa.org/education/k12/practice-acquisition

Discussion: An activity wherein learners attempt to reach agreement or synthesize arguments.

Uses:

To stimulate decision-making.
To arrive at consensus.
To increase learning engagement.
To foster sharing of differences.

Resources:

Li, S. X., & Pinto-Powell, R. (2017). Revisiting the merits of a mandatory large group classroom learning format. Medical Education Online, 22(1), 1396174. https://doi.org/10.1080/10872981.2017.1396174
Peters, H., Zdravkovic, M., Costa, > J., Celenza, A., Ghias, K., Klamen, D., Mossop, L., Rieder, M., Nadarajah, V. D., Wangsaturaka, D., Wohlin, M., & Weggemans, M. (2019). Twelve tips for enhancing student engagement. Medical Teacher, 41(6), 632-637. https://doi.org/10.1080/0142159X.2018.1459530

Debate: An activity wherein two learners or teams of learners defend opposing sides of an issue.

Uses:

To allow learners to apply their knowledge.
To expose unintended misunderstandings.
To illuminate complex issues.
To explore apprehension related to recommended or necessary change.

Resources:

Koklanaris, N., Mackenzie, A. P., Fino, E., Arslan, A. A., & Seubert, D. E.(2008). Debate preparation/ participation: an active, effective learning tool. Teaching and Learning in Medicine, 20(3), 235-238. https://doi.org/10.1080/10401330802199534
Shen, D. (n.d.) Debate. Harvard.Edu. https://ablconnect.harvard.edu/debate-research

Game: A fun exercise that may involve competition, cooperation, or both.

Uses:

To allow for application of new knowledge and skills.
To increase learner engagement.
To stimulate learning readiness.
To enhance rapport among learners.

Resources:

Gorbanev, I., Agudelo-Londoño, S., González, R. A., Cortes, A., Pomares, A., Delgadillo, V., Yepes, F. J. & Muñoz, O. (2018). A systematic review of serious games in medical education. Medical Education Online, 23(1), 1-9. https://doi.org/10.1080/10872981.2018.1438718
Pitt, M. B., Borman-Shoap, E. C., & Eppich, W. J. (2015). Twelve tips for maximizing the effectiveness of game-based learning. Medical Teacher, 37(11), 1013-1017. https://doi.org/10.3109/0142159X.2015.1020289

Simulation: An activity that involves practice in a realistic context conducted in person or on a computer.

Uses:

To apply new knowledge and skills without the risks involved in real life.
To assess learning of knowledge and skills.
To enhance learning transfer.
To practice application when judgment is required before action.

Resources:

Boet, S., Bould, M. D., Burn, C. L., & Reeves, S. (2014). Twelve tips for a successful interprofessional team-based high-fidelity simulation education session. Medical Teacher, 36(10), 853-857. https://doi.org/10.3109/0142159X.2014.923558
Motola, I., Devine, L. A., Chung, H. S., Sullivan, J. E., & Issenberg, B. (2013). Simulation in healthcare education: A best evidence practical guide. AMEE Guide No. 82. Medical Teacher, 35(10), e1511-e1530, https://doi.org/10.3109/0142159X.2013.818632

Brainstorming: An activity wherein learners generate original ideas for solving a problem without prejudgment.

Uses:

To come up with unique problem solutions.
To increase engagement and enthusiasm.
To enhance ownership in a change process.
To generate fresh ideas about complex topics.

Resources:

NYU. (n.d). Brainstorming. https://www.nyu.edu/faculty/teaching-and-learning-resources/strategies-for-teaching-with-tech/best-practices-active-learning/active-learning-techniques/techniques-1.html

Provocation: An activity in which teacher intentionally introduces controversy.

Uses:

To capture the learners’ attention to a new area of study.
To increase interest and engagement.
To explore controversial or uncomfortable topics.
To expose and correct misconceptions.

Resources:

Harvard Initiative for Learning & Teaching. (2019). Enriching learning through student-led provocation. https://hilt.harvard.edu/ideas-and-tools/into-practice-items/enriching-learning-through-student-led-provocation/
Law, M., Kwong, W., Friesen, F., Veinot, P., & Ng, S. L. (2015). The current landscape of TV and movies in medical education. Perspectives on Medical Education, 4(5), 218-224. http://dx.doi.org/10.1007/s40037-015-0235-3

Guided Imagery: Relaxation exercise wherein teacher asks learners to visualize the successful completion of a difficult task.

Uses:

To encourage learners to see how they can perform successfully.
To simulate “meta-cognition” and reflection.
To increase commitment.
To increase confidence before complex tasks.

Resources:

Dobkin, P. L., & Hutchinson, T. A. (2013). Teaching mindfulness in medical school: Where are we now and where are we going? Medical Education, 47(8), 768-779. https://doi.org/10.1111/medu.12200
Guided Imagery Online Course: https://www.coursera.org/learn/guided-imagery

Role Playing: An enactment by learners of realistic interactions, e.g., taking a patient’s history.

Uses:

To foster understanding of the roles of others.
To develop or change attitudes.
To try out sensitive ideas or practice controversial behaviors.
To foster application in areas where social skills are critical before action.

Resources:

Joyner, B., & Young, L. (2006). Teaching medical students using role play: Twelve tips for successful role plays. Medical Teacher, 28(3), 225-229. https://doi.org/10.1080/01421590600711252
Nestel, D., & Tierney, T. (2007). Role-play for medical students learning about communication. BMC medical education, 7(1), 3. https://doi.org/10.1186/1472-6920-7-3

Skit: An activity in which learners present a brief play rehearsed beforehand.

Uses:

To develop or change attitudes.
To try out sensitive or controversial behaviors.
To foster application in areas where social skills are critical.
To stimulate active engagement and interest.

Resources:

Dolberry, A. A. (2011). “General Hospital”: Using skit-writing and role-playing to teach pathogenesis. Journal of Microbiology & Biology Education: JMBE, 12(1), 38. http://dx.doi.org/10.1128/jmbe.v12i1.214
James, E., & Woodard, T. (2010). Skits that teach. Grand Rapids, MI: Zondervan.

Peer Teaching: Activity by which a learner teaches a skill to another learner.

Uses:

To foster learning because the best way to really learn something is to teach it to someone else.
To enhance transfer.
To foster application in areas where knowledge and skills must be synthesized and evaluated.

Resources:

Ten Cate, O., & Durning, S. (2007). Peer teaching in medical education: twelve reasons to move from theory to practice. Medical Teacher, 29(6), 591-599. https://doi.org/10.1080/01421590701606799
Jang, A. (June 3, 2019). Promote a culture of medical school peer education. KevinMD.com. https://www.kevinmd.com/blog/2019/06/promote-a-culture-of-medical-school-peer-education.html

Reflection: An activity wherein learners are given time to review and think about what was learned.

Uses:

To integrate new knowledge with pre-existing knowledge.
To allow personal perspectives to be examined in the light of new ideas.
To refine mental models.

Resources:

Aronson, L. (2011). Twelve tips for teaching reflection at all levels of medical education. Medical Teacher, 33(3), 200-205. https://doi.org/10.3109/0142159X.2010.507714
Sandars, J. (2009). The use of reflection in medical education: AMEE Guide No. 44. Medical Teacher, 31(8), 685-695. https://doi.org/10.1080/01421590903050374

Quiz: A method of assessing learners’ knowledge.

Uses:

To enable self-assessment.
To enable correction of misunderstandings.
To expose areas in need of remediation.
To increase confidence that students are learning.
To conduct formative evaluation of instruction.

Resources:

Larsen, D. P., Butler, A. C., & Roediger III, H. L. (2008). Test-enhanced learning in health professions education: A systematic review: BEME Guide No. 48. Medical Education, 42(10), 959-966. https://doi.org/10.1080/0142159X.2018.1430354
Hols-Elders, W., Bloemendaal, P., Bos, N., Quaak, M., Sijstermans, R., & De Jong, P. (2008). Twelve tips for computer-based assessment in medical education. Medical Teacher, 30(7), 673-678. https://doi.org/10.1080/01421590802279595

Concept Mapping: A method of visually displaying learners’ understanding of a complex concept.

Uses:

To enable self-assessment.
To enable correction of misunderstandings.
To engage both hemispheres of the brain at one time.
To increase retention.

Resources:

Torre, D. M., Durning, S. J., & Daley, B. J. (2013). Twelve tips for teaching with concept maps in medical education. Medical Teacher, 35(3), 201-208. https://doi.org/10.3109/0142159X.2013.759644
Daley, B. J., & Torre, D. M. (2010). Concept maps in medical education: An analytical literature review. Medical Education, 44(5), 440-448. https://doi.org/10.1111/j.1365-2923.2010.03628.x

Team-Based Learning: A method whereby a team of learners tackles a complex authentic task.

Uses:

To conduct authentic assessment.
To increase retention.
To enhance transfer to real-world practice.
To develop teamwork skills.

Resources:

Parmelee, D. X., & Michaelsen, L. K. (2010). Twelve tips for doing effective team-based learning (TBL). Medical Teacher, 32(2), 118-122. https://doi.org/10.3109/01421590903548562
Burgess, A., Bleasel, J., Haq, I., Roberts, C., Garsia, R., Robertson, T., & Mellis, C. (2017). Team-based learning (TBL) in the medical curriculum: better than PBL? BMC Med Educ 17(243), 1-11. https://doi.org/10.1186/s12909-017-1068-z

In-Basket Exercise: A method wherein a work task that a learner must accomplish is introduced as if it was the real world

Uses:

To assess learner knowledge and skills.
To expose areas in need of remediation.
To enhance transfer to real world.
To reinforce prior learning.

Resources:

Kerr, R. E., & Good, D. C. (2013). Our favorite assignment: The in-basket activity. In Developments in Business Simulation and Experiential Learning: Proceedings of the Annual ABSEL conference (Vol. 40). https://pdfs.semanticscholar.org/f644/afac1021f29d1bdc6d47364499c797b471a8.pdf

Social Media: A method of incorporating Facebook, Twitter, etc. into the learning environment.

Uses:

To increase learner engagement.
To supplement curriculum.
To foster life-long learning habits.
To promote professional networking.

Resources:

Kind, T., Patel, P. D., Lie, D., & Chretien, K. C. (2014). Twelve tips for using social media as a medical educator. Medical Teacher, 36(4), 284-290. https://doi.org/10.3109/0142159X.2013.852167
Forgie, S. E., Duff, J. P., & Ross, S. (2013). Twelve tips for using Twitter as a learning tool in medical education. Medical Teacher, 35(1), 8-14. https://doi.org/10.3109/0142159X.2012.746448

Flipped Classroom: A method in which the typical lecture and homework aspects of courses are reversed.

Uses:

To increase active learning and learner participation.
To increase motivation and engagement.
To enable experiential learning.

Resources:

Moffett, J. (2015). Twelve tips for “flipping” the classroom. Medical Teacher, 37(4), 331-336. https://doi.org/10.3109/0142159X.2014.943710
Hew, K. F., & Lo, C. K. (2018). Flipped classroom improves student learning in health professions education: A meta-analysis. BMC Medical Education, 18(1), 38. https://doi.org/10.1186/s12909-018-1144-z

Digital Storytelling: A method whereby learners create digital stories of topics such as disease progression.

Uses:

To increase active learning and learner participation.
To foster reflection and deeper learning.
To enhance multimedia production skills.

Resources:

Sandars, J., Murray, C., & Pellow, A. (2008). Twelve tips for using digital storytelling to promote reflective learning by medical students. Medical Teacher, 30(8), 774-777. https://doi.org/10.1080/01421590801987370
Educational Uses of Digital Storytelling: https://digitalstorytelling.coe.uh.edu/

Podcasts: A method whereby learners listen to audio programs that extend, remediate, and/or reinforce their learning.

Uses:

To increase learner engagement with content.
To enable learning to continue while doing other activities such as driving or exercising.
To extend learning.
To remediate learning.
To reinforce learning.

Resources:

Sandars, J. (2009). Twelve tips for using podcasts in medical education. Medical Teacher, 31(5), 387-389. https://doi.org/10.1080/01421590802227958
Medical Education Podcasts: https://player.fm/podcasts/Medical-Education

Self and Peer Assessment: A method whereby learners assess their own learning as well as their peer's learning.

Uses:

To increase learner confidence.
To foster useful feedback.
To focus on performance as well as knowledge.
To encourage a positive learning environment.

Resources:

Finn, G. M., & Garner, J. (2011). Twelve tips for implementing a successful peer assessment. Medical Teacher, 33(6), 443-446. https://doi.org/10.3109/0142159X.2010.546909
Wride, W. (2017). Self assessment guide. Link.