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Creating an engaging and stimulating anatomy lecture environment using the Cognitive Load Theory-based Lecture Model:
Siti N H Hadie1, Husnaida Abdul Manan Sulong2, Asma' Hassan3
1Department of Anatomy, School of Medical Sciences, Health Campus, Universiti Sains Malaysia, Kota Bharu, Malaysia.
Journal of Taibah University Medical Sciences
|August 23, 2019
Summary
The Cognitive Load Theory-based Lecture Model (CLT-bLM) significantly enhanced student cognitive engagement in anatomy lectures. While internal motivation did not differ, students reported a better learning experience, crucial for complex subjects.
Area of Science:
- Medical Education
- Anatomy Education
- Cognitive Science
Background:
- Engaging anatomy lectures are crucial for student learning.
- Traditional lectures may not optimally engage students.
- The Cognitive Load Theory-based Lecture Model (CLT-bLM) offers a potential solution.
Purpose of the Study:
- To evaluate the impact of the CLT-bLM on student cognitive engagement and motivation.
- To compare a CLT-bLM lecture with a traditional freestyle lecture format.
- To assess the student learning experience.
Main Methods:
- Randomised controlled trial with 197 participants across three institutions.
- Intervention group received CLT-bLM anatomy lecture; control group received freestyle lecture.
- Learners' Engagement and Motivation Questionnaire and focus group discussions were used for evaluation.
Main Results:
- The CLT-bLM group showed significantly higher cognitive engagement than the control group.
- No significant difference in internal motivation was observed between groups.
- The intervention group reported a positive learning experience.
Conclusions:
- The CLT-bLM effectively stimulates students' cognitive engagement and improves their learning experience in anatomy.
- This stimulation of germane cognitive resources is vital for processing complex anatomical information.
- The CLT-bLM guideline shows promise for enhancing anatomy education.