This learning design is an application of many core educational principles, arising out of (for example):

• Constructivism
• Adult Learning
• Situated Learning
• Problem-Based Learning

ORIGIN OF THE LEARNING DESIGN
Derived from an educational model developed by negotiation with Faculty.

TIMES THE LEARNING DESIGN HAS BEEN USED
Six full year cohorts of students (approx: 1300 students). It commenced in 1997.

MODIFICATIONS SINCE FIRST USE
There have been modifications to content to more accurately meet curriculum requirements.
The staged presentation sequence of online resources has been revised to better serve both the educational model and student learning needs.

DISSEMINATION
Contracts and licences for its use in its current form have been let to both Australian and overseas medical schools.

DESIGN EFFECTIVENESS VERSUS INTENDED OUTCOMES
It continues to evaluate highly in terms of the educational objectives of the program.

HOW LEARNER ENGAGEMENT IS SUPPORTED

Learner engagement is supported by the Problem-Based Learning model implemented.

Comment from the Evaluation Team

The evaluation of this exemplar by this project concluded that the learning design supports learner engagement very effectively. An excerpt from the evaluators' feedback includes:

"Learner engagement is developed over the duration of the learning design through flexibility of choice of problems (realistic and challenging), repetition opportunity, negotiated projects, formative assessment, invitation to students to contribute assessment items, placement “Options” program opportunities, project opportunities around areas of interest (later in the program)."

ACKNOWLEDGMENT OF LEARNING CONTEXT
The learning design is fully grounded in enquiry learning and the culture of professional practice.

Comment from the Evaluation Team...

The evaluation findings indicate that the learning design aknowledges the learning context very effectively. The summary provided by the evaluators is as follows:

"The learning context is intimately linked with the medical profession and the nature and variety of content used appears to place the program in an Australian framework with cultural, professional and workplace diversity being explicit in the choice of settings used for PBL cases and problems.

"The PBL approach is developed over the course of the 4 year program with what appears to be realistic skill and knowledge development scaffolding and an approach to assessment that combines formative, assessable formative and summative types of assessment with associated feedback.

"The types of assessment appear to match outcomes and are tied to key competencies and integrate a system of cross checks and balances.

"The design is complex and multifaceted and reflects the discipline.

"Overall, the LD appears to be well integrated and provides a structured progression through the program."

HOW THE LEARNING DESIGN CHALLENGES LEARNERS
The PBL nature of the learning encourages enquiry both independently and in collaboration with peers.

Comment from the Evaluation Team:
The evaluators conclouded that the learning design challenges learners very effectively. Some feedback includes:

"The design challenges learners through the incremental approach taken and the choice of problems available...The resource-based approach to the problem-solving sequences, would seem to be facilitative of an investigative approach to learning...Self-assessment online tests are available and these are likely to encourage self-criticism as are the non-assessable formative practices."

OPPORTUNITIES FOR PRACTICE
Extensive rehearsal is provided for clinical reasoning strategies plus opportunities to compare novice reasoning strategies with those of expert clinicians.

Comment from the Evaluation Team...

The evaluation findings indicate that the learning design caters for practice very well. Comments from the evaluators include:

"The opportunity to practise and revise and the staged assessment profile provide ample opportunity for practice."

"Tasks, goals and assessment are all well synchronised."