Learning and teaching in the digital age are undergoing a fundamental transformation. While at the level of cognitive processes learning generally remains the same as it was hundreds of years ago, ideas about how to teach, who to teach, and what to teach have altered significantly. Although the level of pedagogical practice in the case study was high, the department required a change in approach primarily because of the need to move toward a problem-based approach, independent learning, and active student involvement in learning. As students become busier and their attention span shorter, the days when reading informative but lengthy instructional material was considered the standard of instruction are gone. No matter how good the material is, if students do not see critical cases and feel disengaged from other students, there is no point in providing instruction that does not achieve its entire purpose. The state medical university needed an instructional designer because students’ sense of isolation would negatively impact their practice.
Formed and proven practices over the years are undoubtedly important. Still, they need to provide a level of interest in the process and the simulation of all possible emergencies necessary to educate every medical professional. The primary goal of the instructional design was to provide a precise organization of the course, connect the students and enhance their ability to respond to emergencies through digital media. It consisted of creating video cases with footage and some background information and an interactive element so that students could explore the information, order tests, and ask questions. At the same time, the strategy of simultaneous discussion with the teacher is an undoubted advantage, which contributes to expanding students’ horizons and their rapid learning and memorization. It is an educational design category that combines theories and practices of pedagogy, teaching methods, various models of the educational process, guides to building learning activities, and evaluation using digital tools. This strategy can be characterized as highly effective and aimed at the audience’s active involvement, both students and teachers.
The ID in the case study was used as an open knowledge system, relying on student-centered, collaborative, and constructible educational experiences. Moreover, the pedagogical design was built at the level of the specific discipline and teachers, who act as the key to the renewal and updating of educational policies and practices in the new digital world. Microlearning and engagement platforms allow for a higher performance percentage and have a user-friendly presentation format. By making learning short and easy to digest, memorization of knowledge is increased, and gaps in knowledge are reduced. It is also meaningful to note the possibility of equal consumption of knowledge by students. Their practical activity in various institutions presupposes the solution of different tasks, resulting in the unequal knowledge of all trainees.
With this approach, some students will be vital in solving one type of situation, while others may need to practice more. It correspondingly underscores the role of the need to anesthetize the ED. Despite numerous pre-service teachers’ misgivings about the methodology’s effectiveness and cost, it is essential to note that its application can ensure equitable learning. Moreover, the digitalization of learning does not require many resources and has advantages that can solve the knowledge gap and the case issue. Thus, instructional design is one of the most promising and effective way of learning.