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Faculty development in medical instruction: the cognitive dimension.

S Mahler¹, L Neumann

¹Curriculum Unit, University Center for Health Sciences and Services, Ben-Gurion University of the Negev, Beer Sheva, Israel.

Israel Journal of Medical Sciences

|December 1, 1987

Summary

A teacher-training workshop enhanced medical instruction by increasing cognitive versatility and shifting activity duration across cognitive levels. The training proved effective in all class sizes, improving teaching strategies.

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Area of Science:

Medical Education
Cognitive Science in Teaching

Background:

Effective teacher training is crucial for enhancing medical instruction.
Understanding the cognitive dimensions of teaching is key to improving learning outcomes.

Purpose of the Study:

To evaluate the impact of a teacher-training workshop on the cognitive aspects of medical instruction.
To analyze changes in activity distribution and duration across different cognitive levels post-training.

Main Methods:

Pre- and post-workshop analysis of lesson activities.
Assessment of cognitive levels (knowledge, comprehension, application, evaluation).
Measurement of activity duration and frequency in various class sizes.

Main Results:

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Significant increase in cognitive versatility and activities across all cognitive levels.
Shift in activity duration: decrease at knowledge level, increase at comprehension and application levels.
Altered activity timing: decrease at knowledge level, increase at evaluation level, with consistent training effects across small, medium, and large classes.

Conclusions:

The teacher-training workshop successfully enhanced the cognitive dimension of medical instruction.
Training led to a more balanced and diverse engagement with higher-order thinking skills.
Instructional strategies improved across all class sizes, demonstrating the workshop's broad applicability.