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Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
Published on: September 11, 2021
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Using cognitive load theory to evaluate and improve preparatory materials and study time for the flipped classroom.
Krisztina Fischer1, Amy M Sullivan2, Amy P Cohen3
1Department of Radiology, Brigham and Women's Hospital, Harvard Medical School, Boston, Massachusetts, USA.
BMC Medical Education
|May 17, 2023
Summary
The PReparatory Evaluation Process (PREP) improved instructional design efficiency in medical education. This learner-centered approach optimized cognitive load and study time, enhancing preparatory materials for flipped classrooms.
Area of Science:
- Medical Education
- Cognitive Science
- Instructional Design
Background:
- Preclinical medical education faces challenges with dense content and limited time.
- Flipped classroom models aim for durable learning but struggle with student preparation and workload.
- Cognitive load theory guides efficient instructional design to prevent learner overload.
Purpose of the Study:
- To develop and evaluate a PReparatory Evaluation Process (PREP) for assessing cognitive-load efficiency and time-efficiency of preparatory materials.
- To systematically measure improvements in instructional design for flipped medical courses.
Main Methods:
- A post-test design was used in a flipped, multidisciplinary course for first-year medical students (N≈170).
- A 3-item PREP survey, embedded in a pre-class quiz, assessed cognitive load and study time for 97 flipped sessions.
- Iterative revisions of materials guided by PREP data were conducted over three years (2017-2019).
Main Results:
- High survey response rates (≥94%) and ease of data interpretation were observed.
- Iterative instructional design changes significantly improved cognitive load and time efficiency (p < .01).
- Students increasingly allocated study time to more difficult content, aligning cognitive load with study time without increasing overall workload.
Conclusions:
- Cognitive load and time are critical for curriculum design.
- The PREP process offers a learner-centered, theory-grounded method for evaluating instructional design.
- PREP provides actionable insights into flipped classroom materials, surpassing traditional satisfaction metrics.
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