Teaching Procedural Skills in Clinical Education Using Gagné’s Instructional Design Model

Abstract

Competence in teaching procedural skills is required for faculty in all clinical specialties of a medical college. There exist several long-standing and widely accepted theories on psychomotor skill acquisition, which favour graduated learning and sequential teaching approach; Gagné’s instructional design model is one of them. Gagné’s instructional design model is based on the idea that learning is a process that involves the acquisition of knowledge and skills through a series of steps. Teaching procedural skills is crucial in medical education and evidence showed that Gagné’s model delineates a sequence of specific instructional events that correlate with crucial conditions of learning, providing a framework that is able to maximally enhance the learning process, improve session flow and ensure that objectives are comprehensively addressed. This review paper aims to see how and to what extent Gagné’s instructional design model supports teaching procedural skills to medical students.

Mugda Med Coll J. 2026; 9(1): 81-86