The Multidimensional Learning Model: A Novel Cognitive Psychology-Based Model for Computer Assisted Instruction in Order to Improve Learning in Medical Students

Abstract

In the recent years there has been a huge increase in the amount of information needed to be understood and memorized by medical students. Many authors have advocated the need for utilizing cognitive psychology strategies to allow students learn the expanding medical information in a more effective and efficient manner. The present paper describes a novel and interactive method for teaching and learning (the Multidimensional Learning Model) that allows the students to 'think' to generate the information. The model integrates different memory strategies to facilitate the learning process and is heavily dependent on illustrations and graphics. Furthermore, the model is potentially suitable for designing Computer Assisted Instruction. A pilot study was performed on the model and the preliminary results are promising.

A Study of the Design and Evaluation of a Learning Object and Implications for Content Development

“…The implication is that, "…different learning outcomes require different cognitive processes and therefore different instructional strategies" (Bannan-Ritland et al, 2000, p. 15). Abdelhamid (1999) studied how different cognitive strategies could be integrated with computerbased instruction to improve learning in medical students. His multi-dimensional learning model combines the generation effect with the spreading activation model and the use of illustrations in an effort to shift information from short-term memory to long-term memory.…”

“…In addition, the learners stated that they favoured this model over the traditional teaching methods. Abdelhamid (1999) extends the traditional cognitivist paradigm by making the student an active participant in a process where they are required to reflect upon or re-construct the information in an attempt to make sense of their environment. This signals a departure from the cognitivists' view of experience and knowledge as separate and conceptual (Hung, 2001).…”