Using Gagne's theory to teach chest X-ray interpretation.
BACKGROUND
as a Radiologist providing teaching for medical students and junior doctors, I have spent time devising lesson plans. It is vital to know the aims and objectives prior to teaching sessions in order that the students benefit as much as possible. This article describes a lesson plan for interpretation of a chest X-Ray using a theory described by Robert Gagne.


BACKGROUND
Gagne developed a model of instructional design, which provides information and interaction to enhance the learning process. This model is based on nine instructional events used during a teaching session. These are: gaining attention, informing the learner of the objective, stimulating recall of prior material, presenting the stimulus material, providing learning guidance, eliciting the performance, providing feedback, assessing the performance and enhancing retention and transfer.


METHODS
this article uses the nine points described by Gagne and describes a model of how to teach chest X-ray interpretation. Each of Gagne's points is illustrated with a specific example of how this would fit into the Radiology teaching session.


CONCLUSIONS
Gagne's theory of instructional design can be adapted depending on the subject being taught. It is useful, both for the teacher and the student, to prepare a lesson plan in advance with knowledge of required aims and objectives. Having run teaching sessions which use Gagne's theory, students have given very positive feedback and as a teacher I found the lesson ran more smoothly.
Final-Year Specialist Registrar in Radiology, Sheffield Teaching Hospitals NHS Foundation Trust, UK. jane.belfield@virgin.net
Jane
J
Belfield
D002983:Clinical Competence; D004501:Education, Medical / Q000379:methods; D005180:Faculty, Medical; D006801:Humans; D007858:Learning; D017145:Models, Educational; D011859:Radiography / Q000379:methods*; D013337:Students, Medical; D013663:Teaching