Abstract:
OBJECTIVE : The purpose of this paper is to provide a theoretical rationale for the
implementation of the Four Component Instructional Design Model for Complex
Learning (4C/ID-model) at the University of Pretoria with the aim of systematically
developing the clinical reasoning of undergraduate dental students in a classroom setting.
METHODS : Recent literature provides a rationale for the use of the 4C/ID-model to teach
clinical reasoning in terms of four strategic teaching and learning needs: (i) the need for
authenticity in the learning process; (ii) the need to manage cognitive load during the learning
process; (iii) the need for repeated practise; as well as a need for (iv) valid assessment, feedback
and reflection. RESULTS AND DISCUSSION : The literature review indicated that the 4C/ID-model makes
provision for teaching and learning in an authentic context and proposes systematically
structured methods that could be practically applied to manage cognitive load during
repetitive exercises. The model also makes provision for cognitive feedback following
assessment in order to eliminate misconceptions about content and to develop the
cognitive strategies of the learner. CONCLUSION : On the basis of the literature review above it is recommended that the 4C/IDmodel
be considered as a basis for classroom teaching and learning to develop competence in
clinical reasoning in undergraduate dental students, even at pre-clinical level. The model may
also have an application in medical education.
