TEACHING MICROSCOPY EFFECTIVELY THROUGH A COMBINED PEYTON’S FOURSTEP APPROACH AND GAGNE’S INSTRUCTIONAL MODEL

Designing a Lesson Plan For Teaching Microscopy

Abstract

Objective: To design a lesson plan for teaching microscopy using a combined Peyton’s and Gagne’s model.
Study Design: Qualitative study with scoping review
Place and Duration of Study: Khyber Medical University, Peshawar from April-September 2017
Material and Methods: We searched Pub Med through a variety of search strategies. The purpose of the search was to identify relevant articles (using an inclusion and exclusion criteria) on making a lesson plan for a psychomotor skill. After selection of articles, the evidence was synthesized including author’s name, year of publication, country, key findings, model used to make a lesson plan and limitations of the study. From the synthesised evidence, a lesson plan was designed on microscopy. This is a qualitative study with scoping review, therefore, no quantitative analysis or software was used.
Results: In total, 130 articles were identified but after screening and assessment for eligibility five articles were selected. The synthesized evidence suggested that four articles had used Gagne’s model, while one article had used a combined Gagne’s and Peyton’s model to design a lesson plan to teach psychomotor skills. We used the combined model to design a lesson plan for pathology students on microscopy. The microscopy skill was broken down into different parts and each learning step was integrated into the nine events of Gagne’s model. The Peyton’s model was combined to teach the actual microscopy skill for better learning and executing the skill.
Conclusion: The model combined Gagne’s and Peyton’s model, which was used to design an effective lesson plan to teach microscopy. This model could also help in delivering better teaching sessions for other psychomotor skills.