ISTANBUL OKAN UNIVERSITY
FACULTY OF MEDICINE / HOW DO WE LEARN?

GENERATING DESIGN ALTERNATIVES

We are first-year medical students. Our topic is [a narrow topic already taught]. Our learning objective is [an observable action and success criterion]. Our prior knowledge is [brief description]. Our own initial plan is [method and rationale]. Suggest two alternatives for a 15-minute learning activity. Explain how each relates to learning principles and describe its limitations. Add two short assessment questions and answer rationales aligned with our objective. State one concrete responsibility each for the learner, teacher and faculty. Use no personal or patient data. Do not invent sources, DOIs or research results. State clearly if you cannot open sources. List two important claims that we must verify. Present your output as a draft for us to check.

REVIEWING SOURCES AND DESIGN

Below are our own design and verified source notes. Identify mismatches between the objective, activity and assessment. For each criticism, quote the relevant sentence and give a short reason. Mark any claim unsupported by our notes as “unverified”. Do not equate a search result or DOI with scientific accuracy. List the verification steps we must complete. Design: [...] Source notes: [...]

SUPPORTING RETRIEVAL PRACTICE

“Our topic is [topic]. Ask me three short questions, one at a time. Do not show the answer before I respond. After my answer, give brief feedback using this verified source note: [short permitted note]. Do not add information absent from the source as if it were certain. At the end, identify what I should study again. Do not provide clinical diagnosis or treatment advice.”