COVID-19 Disruptions in Health Professional Education: Use of Cognitive Load Theory on Students' Comprehension, Cognitive Load, Engagement, and Motivation

Abstract

This study explored the impact of online lectures that were developed using principles of cognitive load theory (CLT) and cognitive theory of multimedia learning (CTML) on health profession students' lecture comprehension, cognitive load, cognitive engagement, and intrinsic motivation in learning. A total of 215 first-year undergraduate students in medical, dentistry, and nutrition programs participated in this pre-post quasi experimental study. The students attended a typical face-to-face lecture on Day-1 of the intervention, followed by a CLT-based online lecture 8 weeks thereafter. Their comprehension of the lecture topics was measured through pre- and post-lecture assessments, and their cognitive load, cognitive engagement, and motivation were measured immediately after each lecture session. The analysis revealed that the CLT-based online lectures promoted the students' comprehension of the lecture content (p < 0.001), self-perceived learning (p < 0.001), engagement toward the learning material, and motivation to learn (p = 0.025). It was also effective at reducing the students' intrinsic and extraneous cognitive loads (p < 0.001). Hence, designing online lectures using CLT and CTML principles could be an effective method to promote students' knowledge and comprehension, cognitive engagement, and learning motivation. However, further research is needed to investigate the applicability and impact of CLT-based online lectures in non-health profession disciplines.

Student engagement in undergraduate medical education: A scoping review

“…As shown in Figure 2 (upper panel), most of the articles (94.1%, n = 48) are published in the last 8 years. The lower panel of Figure 2 shows that 47.1% ( n = 24) of the studies are conducted in the United States, 26–49 9.8% ( n = 5) in the United Kingdom, 50–54 9.8% ( n = 5) in Australia, 55–59 4% ( n = 2) in Germany, 60,61 4% ( n = 2) in the Netherlands, 62,63 2% ( n = 1) in Canada, 64 2% ( n = 1) in Norway, 65 2% ( n = 1) in Ireland, 66 5.8% ( n = 3) in China, 67–69 4% ( n = 2) in Turkey, 70,71 2% ( n = 1) in Pakistan, 72 2% ( n = 1) in Malaysia, 73 2% ( n = 1) in Korea, 74 2% ( n = 1) in India 75 and 2% ( n = 1) in Brazil 76 . The methodology in the included studies were quantitative in 66.7% ( n = 34), qualitative in 11.8% ( n = 6) and mixed methods in 21.6% ( n = 11).…”

“…The methodology in the included studies were quantitative in 66.7% ( n = 34), qualitative in 11.8% ( n = 6) and mixed methods in 21.6% ( n = 11). The quantitative study designs included cross sectional in 39% ( n = 20), 26,28–31,33,37–39,42,43,45,53,63,64,67,69,70,74,75 experimental in 12% ( n = 6), 27,32,34,51,66,76 quasi‐experimental in 8% ( n = 4) 41,46,73,77 and longitudinal in 8% ( n = 4) 50,62,65,71 …”

“…Student-to-student interactions are greater in PBL compared with traditional lectures. relationship between cognitive engagement and academic achievement in knowledge-based assessments, 59,62,73,75 In addition, student engagement, measured by UWES-3, significantly mediates the relations between intrinsic/extrinsic motivation and academic performance. 69 Similarly, there was a significant relationship between participation (as a measure of engagement in class activities) and knowledge assessment scores although the effect size is small.…”

Enhancement of Online Education to the Teaching Paradigm: Taking Academic Medical Postgraduate Cultivation as an Example

“…Educators have been continuously pursuing effective teaching modes, including the postgraduate education paradigm ( 7 , 13 , 34 , 51 ). The traditional classroom has been in existence for hundreds of years.…”

“…Teachers and students suffering through this extraordinary period have undergone changes from being caught off guard and preparing nervously to resisting and silently accepting online teaching and then to gradually groping for a normal and orderly method ( 8 , 9 ). In the post-pandemic era, students and teachers in most areas have returned to the classroom, yet the impact and transformation of online education has made the classroom no longer exactly what it used to be ( 10 – 13 ). Public health events have made a profound impact on and changed teaching methods in the internet age.…”