Inquiry Approach for Learning Object

The fourth learning objective corresponds to an inquiry approach in which the learner uses trial and error to learn about the basic therapeutic principles. Student can randomly select a range of patient variables, routes of administration and drug dosages and try to induce the principle which applies to that situation.


Inquiry Approach

Using the ‘drug options’ tab the student can randomly select a range of patient variables, routes of administration and drug dosages and try to induce the principle which applies to that situation.

In order to apply a principle the student engages in the following steps;

1. Determine which concepts or variables are involved. Using trial and error, the student can randomly select a range of patient variables, routes of administration and drug dosages. In figure 5 the drug dosage has been increased from 10 to 20 mg (type 20 in the dose box and click on plot). The area underneath the blue curve and above the red curve represents the magnitude of the change caused by the increase in the dosage.

2. Try to determine the principle that explains the relationship between the concepts which apply to the variables you have chosen. Describe the effects that this might have on the patient.

3. Recall the principle. If it is necessary the learner can return to the “Basic Principles” tab.

4. Determine which concept or variable has changed and the direction or magnitude of its change (i.e. increasing dose by 10 mg). By clicking the coloured numbers which appear next to the charted data the learner can review the patient variables that were selected for that example.

5. Determine which concept or variable has been affected (i.e. protein binding when phenytoin dose is increased).

6. Then determine the magnitude and direction of the effect (AUC) on the affected concept or variable.

7. Confirm that the value is reasonable. Practice determining whether or not the principle has been correctly applied.
The above strategies are based on steps outlined by Smith & Ragan (1999).

Smith, P.L., & Ragan, T.J. (1999). Instructional design. (2nd ed.). Toronto: John Wiley & Sons. Inc.