Efficacy of Gagne’s nine events of instructions in improving the performance of undergraduate final year medical students

Saima Ali, Liaqat Ali

Abstract


Aim: To determine the efficacy of Gagne’s nine events of instructions in improving the results of undergraduate final year students in subject of pediatrics.

 

Methodology: it is comparative study, conducted in Peshawar Medical College from 9/9/14 to 30/9/14. Total numbers of 100 students (Male 44,Female 56) were included in the study. First lecture was delivered to final year in Non-Gagne’s Model followed by an MCQs test (choose the best) was conducted comprising of 10 MCQs. In second phase,  lecture on cyanotic heart disease

was delivered by the same teacher according to the Gagne’s nine events of instructions.

It was again followed by MCQ test on same pattern of choose the best.

All the data was recorded on structured proforma and was analyzed on SPSS version 17.

Results:The mean Non-Gagne’s marks were 25.7(9-57). The Independent sample T- Test showed no significant difference (p=0.523) between male and female students in Non-Gagne’s assessment. The total mean score of post-Gagne’s was found to be 74.39 ± 24.9 (14-100). Paired Sample T-Test showed a significant difference (p<0.001) between total mean of Non and Post-Gagne’s marks. Regarding the gender, Paired sample T-test revealed significant difference in favor of female students (p<0.001).

 

 

Conclusion: Gagne’s nine events of instruction is an effective tool in improving the performance of undergraduate final year students.

Key words (3-7 words): Gagne’s nine events of instruction, medical education, and undergraduate


Full Text:

PDF

References


Solanki R. Developing Instructional Multimedia Module In cooperating Gagne’s Nine Events of Instruction. Anveshanam - The journal of Education 2014 ;2(1):1-16

Okey JR. Procedures of lesson design. In: Briggs LJ, ed. Instructional design: principles and applications. 2nd edition. Englewood Cliffs, New Jersey: Education Technology Publications; 1991:192-208.

Hartling L, Spooner C, Tjosvold L, Oswald A. Problem-based learning in preclinical medical education: 22 years of outcome research. Med Teach 2010; 32: 28-35.

Nanda B1, Manjunatha S. Indian medical students' perspectives on problem-based learning experiences in the undergraduate curriculum: One size does not fit all. J Educ Eval Health Prof. 2013 Oct 31;10:11

Mustafa T, Farooq Z, Asad Z. Lectures in medical educaton: what students think? J Ayub Med Coll Abbottabad. 2014 Jan-Mar;26(1):21-5.

Reigeluth CM, Merrill MD, Bunderson CV, eds. The structure of subject matter content and its instructional design implication. In: Merrill MD, Mitchell DG, eds. Instructional design theory. Englewood Cliffs, New Jersey: Educational Technology Publications; 1994.

Gibbs G. & Simpson C. Evaluation of Regional Retention Activity: interim report, Open University: Student Support Research Group Report 2002; 40:24-28

Gagne R, Briggs L, Wager W, eds. Principles of instructional design. 3rd edition. New York: Holt, Rinehart and Winston; 1998

Gagne RM, Briggs LJ, Wager WW, eds. Principle of instructional design. Fort Worth: Harcourt Brace Jovanovich; 1992.

Belfield J. Using Gagne's theory to teach chest X-ray interpretation. Clin Teach. 2010 Mar;7(1):5-8.

Roopa S, Geetha M B, Rani A, Chacko T. What type of lectures students want? - a reaction evaluation of dental students. J Clin Diagn Res. 2013 Oct;7(10):2244-6.

Miner A, Mallow J, Theeke L, Barnes E. Using Gagne's 9 Events of Instruction to Enhance Student Performance and Course Evaluations in Undergraduate Nursing Course. Nurse Educ. 2015 Jan 26. [Epu

Buscombe C. Using Gagne's theory to teach procedural skills. Clin Teach. 2013 Oct;10(5):302-7

Khadjooi K1, Rostami K, Ishaq S. How to use Gagne's model of instructional design in teaching psychomotor skills. Gastroenterol Hepatol Bed Bench. 2011 ;4(3):116-9.

Al-Eraky MM AM last page. Robert Gagné's nine events of instruction, revisited. Acad Med. 2012 May;87(5):677.


Refbacks

  • There are currently no refbacks.