Faculty development in medical instruction: the cognitive dimension

This study explores the impact of a teacher-training workshop on the cognitive dimension of medical instruction. The major findings indicate that following the workshop: 1) cognitive versatility in the lessons was observed as a result of a significant increase in the number of various activities on all cognitive levels; 2) there was a significant decrease in duration of activities (as percentage of lesson time) at the knowledge level, and a significant increase at comprehension and application levels; 3) a significant decrease was observed in the length of activities (in seconds) at the knowledge level and a significant increase at the evaluation level; and 4) in spite of significant differences among small, medium and large classes, the effect of training was evident in all classes.