Evidence-based learning

In spite of the empirically evident merits of innovative teaching/learning formats such as PBL, resistance is observed to implementing promising curri cular innovations, or to changing the traditional medical curricula. Moreov er, reforms have failed because of resistance to change. To solve these pro blems it is accepted worldwide that faculty have to find and apply innovati ve approaches and to manage change in medical education. The aim of this st udy is to conceptualize change in pedagogy. The hypotheses developed in thi s article are visualized by concept mapping. A path analysis (correlation s tudy) is demonstrated investigating the relationship between instructional design and motivation to learn. This article is designed as a case study. W ell-defined teaching/learning goals, learning by doing, feedback and social integration of the students are features of instructional design. They cor relate positively (0.14-0.32) with students' experience of self-efficacy, w hich leads to intrinsic motivation to learn (0.48). Implementing an intrins ically motivating teaching/learning/format is proposed as a means to managi ng change in instructional design and, consequently, educational outcome. E vidence-based learning (EBL) was conceptualized in order to develop a forma t that provides these design conditions. EEL is characterized by seven inst ructional steps synthesizing. . problem-based learning (PBL) with . critical appraisal of concepts to be learned, and with . quality management of learning projects. The definition of EEL given here provides the basis for further investigati on directed towards continuous improvement in medical education.