A Framework for Thinking About Transferring Teaching Innovations into New Settings
As a result of health science educators’ shift to more active formats of teaching and learning, many educators are implementing innovative teaching strategies that were designed in other educational contexts. In some cases, this transfer from one context to another is smooth and unproblematic, but in others, educators must make informed decisions about how to adjust the innovation or incoming context to fit their needs. This paper presents a framework that draws on principles of design-based research to guide educators in analyzing and adapting teaching tools to fit new contexts.
KeywordsLearning theory Faculty development Educational innovation Design-based research Mutual adaptation
Compliance with Ethical Standards
Conflict of Interest
The authors declare that they have no conflict of interest.
- 4.Applied Research Laboratory (1996) Definitions of instructional design http://www.umich.edu/~ed626/define.html. Accessed May 19 2017.
- 12.Dick W, Carey L, Carey JO. The systematic design of instruction. New York: Longman; 2001.Google Scholar
- 13.Tharp R, Gallimore R. Rousing minds to life: teaching, learning, and schooling in social context. New York: Cambridge University Press; 1998.Google Scholar
- 16.Clark CM, Peterson PL. Teachers’ thought processes. In: Wittrock MC, editor. Handbook of research on teaching. 3rd ed. New York: MacMillan Publishing Company; 1986. p. 255–96.Google Scholar
- 19.Boyle T, Ravenscroft A. Context and deep learning design. Comput Educ. 2012;59Google Scholar
- 21.Wiggins G, McTighe J. In: Association for Supervision and Curriculum Development, editor. Understanding by design. Virginia: Alexandria; 2005.Google Scholar
- 23.Thompson B, Searle N, Gruppen L, Hatem C, Nelson E (2011) A national survey of medical education fellowships. Medical Education Online 16. doi: https://doi.org/10.3402/meo.v16i0.5642.
- 24.Smith SM. Theoretical principles of context-dependent memory. In: Morris PE, Gruneberg M, editors. Theoretical aspects of memory, vol. 168–195. London: Routledge; 1994.Google Scholar
- 30.Wilson S, Shulman LS, Richert A. 150 different ways’ of knowing: representations of knowledge in teaching. In: Calderhead J, editor. Exploring teachers’ thinking. Sussex: Holt, Rinehart, and Winston; 1987. p. 104–23.Google Scholar
- 31.Commission on Accreditation in Physical Therapy Education. PT standards and required elements. Alexandria, VA: American Physical Therapy Association; 2016.Google Scholar
- 32.Belenky MF, Clinchy BM, Goldberger NR, Tarule JM. Women’s ways of knowing. New York: Basic Books; 1997.Google Scholar
- 33.Perry WG. Forms of intellectual and ethical development in the college years: a scheme. Rinehart and Winston, Inc, New York: Holt; 1970.Google Scholar
- 34.Brown AL, Campione JC. Psychological theory and the design of learning environments: on procedures, principles, and systems. In: Schauble L, Glaser R, editors. Innovation in learning: new environments in education. Hillsdale, NJ: Erlbaum; 1996. p. 289–326.Google Scholar
- 37.Cooke M, Irby DM, O'Brien BC. Educating physicians: a call for reform of medical school and residency. San Francisco: Jossey-Bass; 2010.Google Scholar
- 38.Thistlethwaite JE, Davies D, Ekeocha S, Kidd JM, MacDougall C, Matthews P, et al. The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME Guide No. 23. Medical Teacher. 2012;34(6):e421–44. https://doi.org/10.3109/0142159X.2012.680939.CrossRefGoogle Scholar
- 40.McGaghie WC, Issenberg SB, Cohen ER, Barsuk JH, Wayne DB. Does simulation-based medical education with deliberate practice yield better results than traditional clinical education? A meta-analytic comparative review of the evidence. Acad Med: J Assoc Am Med Coll. 2011;86(6):706–11. https://doi.org/10.1097/ACM.0b013e318217e119.CrossRefGoogle Scholar