title: From lecture to learning tasks: use of the 4C/ID model in a communication skills course in a continuing professional education context.
abstract: This article describes the use of four-component instructional design (4C/ID), a model to plan educational interventions for complex learning. This model was used to design a continuing education course on communication skills for health professionals in a context that is hierarchical and communal. The authors describe the 4C/ID model and provide an example of its application in designing the course. In the 4C/ID model, learning tasks serve as the backbone of the course, with lectures and other supportive information organized around them. The 4C/ID model is different from traditional models that base the course on lectures on different topics and connect part-task assignments to these topics. The use of the 4C/ID model to develop the educational intervention moves the paradigm from lectures to learning tasks to better prepare learners for real practice.
authors: Faculty of Pharmacy, University of Surabaya, Surabaya, Indonesia. pratidina@yahoo.com
authors: Astrid Pratidina
authors: AP
authors: Susilo
authors: Jeroen
authors: J
authors: van Merriënboer
authors: Jan
authors: J
authors: van Dalen
authors: Mora
authors: M
authors: Claramita
authors: Albert
authors: A
authors: Scherpbier
mesh_terms: D003142:Communication; D003162:Competency-Based Education / Q000379:methods / Q000458:organization & administration; D004509:Education, Nursing, Continuing / Q000379:methods* / Q000458:organization & administration*; D006801:Humans; D007258:Informed Consent; D017145:Models, Educational; D015403:Nursing Evaluation Research; D010344:Patient Advocacy / Q000193:education*