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Related Experiment Video

Updated: Jun 16, 2026

Assessment of Stress Effects on Cognitive Flexibility using an Operant Strategy Shifting Paradigm

Assessment of Stress Effects on Cognitive Flexibility using an Operant Strategy Shifting Paradigm

Published on: May 4, 2020

Evidence of knowledge acquisition in a cognitive flexibility-based computer learning environment.

Scott Heath¹, John Higgs, Daniel R Ambruso

¹Bonfils Blood Center, Denver, Colorado, USA.

Medical Education Online

|February 19, 2010

Summary

A new computer-based learning module significantly improved medical student scores. However, collaborative learning in pairs did not yield greater score gains compared to individual study.

Keywords:

Clinical science education curriculum development instructional simulation learning theory

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Area of Science:

Medical Education
Cognitive Flexibility Theory
Instructional Design

Background:

Developed a computer-based learning experience grounded in cognitive flexibility theory.
Aimed to address limitations in traditional medical education methods.
Previous findings indicated score improvements and a correlation between individual/pair completion and outcomes.

Purpose of the Study:

To evaluate the effectiveness of a computer-based learning module in medical education.
To compare learning outcomes between students completing the module individually versus in pairs.

Main Methods:

The learning module was integrated into a second-year medical school course.
Students were randomly assigned to complete the module individually or in pairs.
Analyzed pretest and posttest scores from 66 medical students.

Main Results:

A statistically significant increase in scores was observed from pretest to posttest (p<.001, Cohen's d = 1.17).
The average gain in scores was 7.8 points out of a possible 47.
Both individual and paired students demonstrated score gains, with no significant difference between the groups.

Conclusions:

The computer-based learning module proved to be an effective instructional intervention.
Collaboration in pairs did not result in significantly different score gains compared to individual completion.