Date of Award:

2006

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

Instructional Technology and Learning Sciences

Advisor/Chair:

Byron Burnham

Abstract

While medical technology, intervention, and treatment continue to advance, patients often find themselves involved in an increasingly complex healthcare system . Because of this, many patients lack access to the knowledge to facilitate successful navigation or participation in healthcare systems to their best advantage. Patient Ill education that provides experiential information has been shown to reduce anxiety levels and increase patient health outcomes and compliance with medical instructions or recommendations. Given the demonstrated effectiveness of experiential instruction in patient education, Model-Centered Instruction (MCI) has the potential to be an effective instructional design for patient education because it affords the learner experience with systems or models in the presence of instructional augmentation. While MCI design theory is well-documented, it has not been widely implemented and tested at the instructional product level.

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