Cary Engleberg, M.D. Professor of Internal Medicine University of Michigan Medical School Unless otherwise noted, the content of this program is licensed under the terms of a Creative Commons Attribution 3.0 License. © 2009, Cary Engleberg You assume all responsibility for use and potential liability associated with any use of the material. Material contains copyrighted content, used in accordance with U.S. law. Copyright holders of content included in this material should contact with any questions, corrections, or clarifications regarding the use of content. The Regents of the University of Michigan do not license the use of third party content posted to this site unless such a license is specifically granted in connection with particular content. Users of content are responsible for their compliance with applicable law. Mention of specific products in this material solely represents the opinion of the speaker and does not represent an endorsement by the University of Michigan. For more information about how to cite these materials visit

To inform or demonstrate to the learner – more passive learning – engage with optional links for deeper learning – intensive use of media required To elicit performance (e.g., thinking, problem solving) from the learner – Requires interactivity – Elicits actions on the part of the learner – May also include media components A combination of both?

Primary audience – Direct content to this level Who else might benefit? – Would a pre-assessment quiz select those who might benefit from the program?

State the learning objectives – in text, video, or both – at least 3; no more than 10 Optional learning aids – Key Points for Learning – outline of the topic Danger: Don’t provide the students with notes; provide a structure to take notes in

Present the main content – Avoid lengthy text – Limit “talking head videos” to ~2 minutes each – Break demonstration videos into conceptual steps – For lectures, limit the amount of information on individual slides (~ 1-2 minutes/slide) – For cases interactions, force the learning to make meaningful choices. Positive reinforcement for correct responses No negative reinforcement for wrong answers

Self-assessment – Helps the student consolidate and reflect on what they have learned – Helps the student recognize points that they missed and should repeat. Feedback – In the best of circumstances, a student evaluation of the program would be desirable.