Creating an engaging and stimulating anatomy lecture environment using the Cognitive Load Theory-based Lecture Model: Students' experiences

Abstract

Objective There is a need to create a standard interactive anatomy lecture that can engage students in their learning process. This study investigated the impact of a new lecturing guideline, the Cognitive Load Theory-based Lecture Model (CLT-bLM), on students' cognitive engagement and motivation. Methods A randomised controlled trial involving 197 participants from three institutions was conducted. The control group attended a freestyle lecture on the gross anatomy of the heart, delivered by a qualified anatomist from each institution. The intervention group attended a CLT-bLM-based lecture on a similar topic, delivered by the same lecturer, three weeks thereafter. The lecturers had attended a CLT-bLM workshop that allowed them to prepare for the CLT-bLM-based lecture over the course of three weeks. The students' ratings on their cognitive engagement and internal motivation were evaluated immediately after the lecture using a validated Learners' Engagement and Motivation Questionnaire. The differences between variables were analysed and the results were triangulated with the focus group discussion findings that explored students' experience while attending the lecture. Results The intervention group has a significantly higher level of cognitive engagement than the control group; however, no significant difference in internal motivation score was found. In addition, the intervention group reported having a good learning experience from the lectures. Conclusion The guideline successfully stimulated students' cognitive engagement and learning experience, which indicates a successful stimulation of students' germane resources. Stimulation of these cognitive resources is essential for successful cognitive processing, especially when learning a difficult subject such as anatomy.

Anatomy Education Environment Measurement Inventory (AEEMI): A cross-validation study in Malaysian medical schools

“…As a pillar of medical education, teaching and learning in anatomy must withstand and adapt to changes in the ecosystem of medical training (Estai and Bunt, 2016). Within the past two decades, the literature on anatomy education has documented various forms of technology-enhanced and educational theory-based teaching innovations to either replace or supplement traditional teaching methods (i.e., cadaveric dissections, didactic lectures, and demonstration) (Krych et al, 2005;Finn and McLachlan, 2010;McMenamin et al, 2014;Webb and Choi, 2014;Hadie et al, 2018a). Many factors underpinned the changes in teaching methods for anatomy, which emerged since 1979 after a revamp in the medical curriculum in Malaysia (Lim, 2008).…”

A systematized review of cognitive load theory in health sciences education and a perspective from cognitive neuroscience

“…Approaches are self-monitoring to specify when insufficient understanding is present, asking elucidating questions, maintaining various representations in the working memory for compare and contrast, and previous knowledge activation on the disease or the patient which is an applied strategy to optimize germane load [ Table 3 ]. [ 4 8 9 11 12 15 19 20 22 30 ]…”

Determining the impact of pre-lecture educational video on comprehension of a difficult gross anatomy lecture

“…This topic was selected because content experts have rated it as one of the most difficult anatomy topics 35 . The lecture materials were prepared using the PowerPoint software by a qualified anatomist who utilised the lecturing strategies of the Cognitive Load Theory-based Lecture Model (CLT-bLM19, 21). This effort was crucial to ensure efficient delivery of the difficult topic through the elimination of extraneous distraction.…”

“…Rather than being seen as an implicit “spoon-feeding” style of teaching, modern lecturers in medical education aim to provide some prior knowledge to the students to prepare them for subsequent knowledge integration and application in a more student-centred learning environment 20 . However, teaching a difficult and content-driven subject through lectures can undoubtedly impose cognitive overload on students if the lectures are not prepared well19, 21; thus, it is pertinent to find a way of designing an interactive lecture session 21, 22. There are many published guidelines on producing engaging and interactive lectures 19, 23, 24.…”