Important to Note: The author Sabrina Dunham is currently a PGY2 cardiology pharmacy resident at Tristar Centennial Medical Center/University of Tennessee College of Pharmacy in Nashville, Tennessee, when the manuscript was accepted.
Received on July 24, 2019; Accepted on February 3, 2020.
The Impact of Following Instructions
The significance of following instructions can vary depending on the situation. In clinical settings, it can determine life or death outcomes, while in academic environments, not adhering to instructions can impede learning and skill development. Following instructions entails attentive reading or listening and acting accordingly. This article delves into the cognitive processes involved in following instructions and how external factors and instructional methods can influence this skill.
Keywords: following instructions, working memory, metacognition, social psychology, teach-back method
The Crucial Nature of Instruction Adherence
Instruction adherence is vital in daily life and particularly crucial in academic institutions where it impacts grades and educational achievements. This piece delineates the key influencers of following instructions and offers practical guidance grounded in psychological research.
In-depth studies on instruction adherence commenced in the late 1970s, pinpointing factors such as working memory, social norms, historical effects, self-regulation, and the format of instructions, all of which play a role in one’s ability to comply with directives.
The Significance of Working Memory
Working memory is indispensable for following instructions as it aids in the processing and retention of information. Limited working memory capacity can impede one’s ability to remember instructions, resulting in task completion challenges. Strategies like immediate action and diversified instruction formats can boost working memory performance.
Influence of Social Context and Self-Regulation
Following instructions is influenced by the social environment and the presence of others. Social norms and the fear of consequences serve as motivators for compliance with directives. Establishing professionalism expectations and outlining repercussions for non-compliance are effective ways of addressing societal influences on instruction compliance.
Self-regulation is also integral to following instructions, involving self-awareness of behavioral patterns and actions that serve long-term interests. Metacognition, the process of thinking about one’s own thinking, is essential for planning, progress monitoring, and outcome evaluation.
Role of Self-Regulation and Metacognition
Self-regulation and metacognition are vital for following instructions, encompassing awareness of behavior and thought processes to ensure successful task completion. Planning, monitoring, and evaluation are cornerstone aspects of metacognitive processes in adherence to instructions.
Students need to have metacognitive awareness to follow instructions effectively. Inadequate monitoring of learning can lead to students neglecting planning, progress monitoring, or instruction review. Accountability can motivate students, enhance instruction adherence, and foster metacognitive skills. Implementing checklists can assist students in monitoring their thoughts during tasks.
Verbal vs. Written Instructions
The format of instructions, whether verbal or written, impacts retention and application. Written instructions are efficient for conveying detailed information promptly and should be presented in a sequence of required actions. Verbal instructions excel in face-to-face interactions, and combining spoken words with visuals can enhance comprehension.
Factors Influencing Instruction Adherence
Factors that influence instruction adherence encompass written and verbal directives, use of student-friendly language, order of operations, metacognitive monitoring, checklists, and consequences for non-compliance. Adopting these strategies can enhance attention and metacognitive monitoring.
Common Errors and Recommendations
Common errors in instruction following include distractions and inadequate working memory. Recommendations to improve instruction adherence consist of monitoring, reinforcing the social context, and fostering accountability.
Additional ways to promote instruction adherence include providing clear and concise instructions, breaking tasks into manageable steps, offering incentives for compliance, and using visual aids to support understanding. It is also important to provide opportunities for practice and feedback to reinforce learning and retention of instructions.
References
- 1. Wright P, Wilcox P. “Following instructions: an exploratory trisection of imperatives.”
- 2. Bergman-Nutley S, Klingberg T. “Effect of working memory training on working memory, arithmetic, and following instructions.”
Here are some recommended articles on various topics related to education and psychology:
– V. Grech discusses the application of Mayer’s multimedia learning theory to medical PowerPoint presentations in the Journal of Visual Communication in Medicine (2018).
– R.E. Mayer presents evidence-based principles for designing multimedia instruction in the American Psychologist (2008).
– V. Jha, S. Brockbank, and T. Roberts explore lapses in professionalism among medical students in Academic Medicine (2016).
– B. Burford examines group processes in medical education, drawing insights from social identity theory in Medical Education (2012).
– T. Sitzmann and K. Ely delve into self-regulated learning in work-related training and educational attainment in the Psychological Bulletin (2011).
– J.H. Flavell delves into metacognition and cognitive monitoring in the American Psychologist (1979).
– D. Dunning, C. Heath, and J.M. Suls discuss flawed self-assessment and its implications for health, education, and the workplace in Psychological Science in the Public Interest (2004).
– N. Kornell and R.A. Bjork highlight the promise and perils of self-regulated study in the Psychonomic Bulletin & Review (2007).
– J. Dunlosky and A.R. Lipko explore the history and improvement of metacomprehension in Current Directions in Psychological Science (2007).
– R.A. Bjork, J. Dunlosky, and N. Kornell discuss self-regulated learning beliefs, techniques, and illusions in the Annual Review of Psychology (2013).
– K.D. Tanner focuses on promoting student metacognition in CBE Life Sciences Education (2012).
– M.S. Medina, A.N. Castleberry, and A.M. Persky share strategies for enhancing learner metacognition in health professional education in the American Journal of Pharmaceutical Education (2017).
– A.D. Baddeley and J.D. Larsen uncover the phonological loop in the Quarterly Journal of Experimental Psychology (2007).
Feel free to explore these articles to deepen your understanding of the topics.