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We are beginning a new journey with JAID in 2020.  Look for special issues in universal design and other topics during the year.  If you have ideas for a special issue you would like to propose, email Julie Bridges bridgeja@evms.edu 

I thank all the wonderful volunteers who work for JAID and wish you all a happy new year!

Volume 9, Issue 1, 2020




Table of Contents

Click on title to view article .pdf



Atsusi Hirumi

 What do Instructional Designers and Educational Psychologists Need to Know to Work Effectively in Medical Education

Atsusi Hirumi, Denise Kay, Ben Daines, Julia Nedimyer and Juan Cendan


Abstract:  Instructional designers, educational psychologists, and other education specialists have much to offer faculty, staff, students, and administrators in medical schools, but also face significant challenges as they seek to collaborate with the key stakeholders to enhance student engagement and learning. To gain acceptance and realize opportunities to enhance student engagement and performance, it is essential for specialists who come from outside medical education (MedED) to build the trust and aptitude necessary to affect change. Not only do they have to demonstrate competence within their own areas of expertise, they must also quickly gain knowledge of the subject matter, as well as key trends and issues facing various stakeholders. They must also exhibit exceptional interpersonal communication skills, apply change management concepts, and have a clear understanding of their role and where their expertise fits in the larger picture of a course, curriculum, or organization.

We recognize that many basic skills are necessary to be effective team members across industries, and thus do not detail them here. Considerable resources are available on the development of interpersonal communication and change management skills for instance. Rather, the purpose of this paper is to characterize issues that are particularly relevant for education specialists who are either currently working or seeking opportunities in MedED. Specially, we identify and discuss (a) common instructional methods and means, and (b) factors to consider when collaborating with MedED faculty, staff, students and administrators. As a feature of the discussion on collaboration, we will turn to representatives from each stakeholder group to forward their priorities and challenges, along with their impressions of education specialists. With input from the various stakeholders, we hope to provide a view of the challenging field that both informs and inspires education specialists either currently or interested in working in MedED.


Keywords: Medical Education, Instructional Design, Instructional Designers, Educational Psychologists, Educational Specialists, Non-Physician Medical Educators

Teaming Up to Improve Medical /Healthcare Education: Instructional Design & Learning Engineering

Dina Kurzweil and Karen (Beth) Marcellas


Abstract:  As medical and healthcare education becomes more complex, especially with respect to data availability and the use of technology, those who teach in the field may find it difficult to keep up with the changes. Instructional Design teams in which Learning Engineering plays a central role can enable medical and healthcare educators to expand their knowledge and skills in education, technology, and data use. This paper describes the composition and expertise of such teams and explores how they can enhance medical and healthcare education.


Keywords: instructional design, learning engineering, collaboration, team, data, instructional technology

Storytelling Strategies for the Design of Branching Virtual Patient Simulations

Kira King, Rosalyn Scott, Sudha Reddy, Mary Davidson, Craig Kaplan, Misty Fultz, and Cathy Graham


Abstract:  Virtual patient (VP) simulations are online learning and assessment experiences that simulate authentic patient encounters. By immersing participants within an engaging story about the patient’s illness journey, VP simulations promote effective learning and the development of empathetic healthcare. A primary strategy for designing VP simulations is to integrate the art of storytelling with the science of instructional design to build clinical stories that strategically align learning objectives with decision points, consequences, coaching, and performance metrics. Through this integrated approach, the simulation facilitates the process of discovering insights, so that learners are better equipped to apply their skills in the real world.

Link to images:  Figure 1, Figure 2, Figure 3, Figure 4


Keywords: clinical, decision making, storytelling, story, instructional design, virtual patient, simulation, thick, rich, narrative, branch(ed), branch(ing).

Strategic Instructional Design of Interprofessional Education in Health professions Curricula

Erin Breitenbach and Susie Gronseth


Abstract:  Interprofessional education (IPE) brings together health care practitioners from different specialty areas to equip them with skills for cross-discipline collaborations. Viewed as integral to comprehensive patient care, interprofessional collaboration is receiving increased emphasis across health professions programs and has generated the need for strategic instructional design that integrates evaluation measures and matches IPE competencies with effective instructional approaches. The Content-Evaluation-Method (CEM) instructional design strategy is presented as a framework, along with examples, to guide the development of IPE curricula that incorporates and aligns key components of IPE content, evaluation considerations, and pedagogical methods.


Keywords: instructional design, interprofessional education, health professions students, health professions practitioners, health professions education, team-based learning, role-playing, curriculum development, IPEC competencies, accreditation standards, evaluation, health care

Developing an Education Concentration to Enhance a PharmD Program

Gendolyn A. Wantuch, Beth E. Jordan, Davina M. DeVries, and Amy H. Schwartz


Abstract:  The Doctor of Pharmacy (PharmD) degree is a professional program that prepares students to become licensed pharmacists. PharmD programs differentiate themselves through a variety of ways, one being to offer students the opportunity for secondary specialization or certification in the curriculum through concurrent degrees, certificate programs, or concentrations. Developing the curriculum of such a program, effectively utilizing resources, and attaining sustainability can be a challenge. This paper details the collaboration of instructional designers, faculty, and students during the analysis, design, implementation, evaluation, and improvement of a newly created education concentration program.


Keywords: program concentration, collaborative design, instructional design, pharmacy education

Microlearning to Support Training Transfer: A Nursing Professional Development Case Study

Naomi E. Burton-MacLeod, and Saul Carliner


Abstract:  In the context of continuing professional development (CPD), supporting transfer of learning into practice remains an area for optimization. Microlearning is a method of providing short, focused, stand-alone information and is trending among training professionals. Despite its potential to be designed for support of transfer there is a lack of empirical evidence in the workplace setting to guide its design. In this descriptive study, we explore key features to include in a microlearning program to support transfer in CPD and how those features support nurses’ engagement with microlearning in the workplace.


Keywords: microlearning, training transfer, professional development, healthcare





2021 (Volume 10)

2020 (Volume 9)

2019 (Volume 8)

2018 (Volume 7)

2017 (Volume 6)

2015 (Volume 5)

2014 (Volume 4)

2013 (Volume 3)

2012 (Volume 2)

2011 (Volume 1)