Evidence of Knowledge Acquisition in a Cognitive Flexibility-Based Computer Learning Environment

Abstract

BackgroundA computer-based learning experience was developed using cognitive flexibility theory to overcome the pitfalls often encountered in existing medical education. An earlier study (not published) showed significant pretest-posttest increase in scores, as well as a significant positive correlation between choosing to complete the module individually or in pairs.MethodThis experience was presented as part of a second-year course in medical school with randomized assignment for students to complete the program as pairs or individuals.ResultsSixty-six scores of 101 medical students (31 from students working as singles and 35 from 70 working in pairs) were analyzed. Out of 47 possible points, the mean pretest score was 15.1 (SD = 6.4, range 13.7-15.9). The mean posttest score was 22.9 (SD = 5.2, range 21.1-24.2). Posttest scores were statistically significantly higher than pretest scores (p<.001, Cohen's d = 1.17, average gain 7.8 points). Both pairs and singles showed pre-to-post test score gains, but the score gains of pairs and singles were not significantly different.ConclusionThis learning module served as an effective instructional intervention. However, the effect of collaboration, measured by score gains for pairs, was not significantly different from score gains of students completing the assignment individually.

Transfusion e‐learning for junior doctors: the educational role of ‘LearnBloodTransfusion’

“…Transfusion e‐learning that attempts to address this higher order thinking by adhering to Cognitive Flexibility Theory, was delivered to 101 second‐year undergraduates in the US. Heath et al () were able to demonstrate significant increase in application of transfusion knowledge (rather than transfusion knowledge per se ), which was maintained whether the module was undertaken alone or in pairs using collaborative learning. Regrettably feedback from the students undertaking the transfusion e‐learning was negative in 92% of cases.…”

How do we teach pediatric topics in transfusion medicine: curriculum development, learners, and instructional strategies

“…Four content areas are covered: adverse events of blood donation and transfusion, platelets (PLTs) and TM, plasma and TM, and surgical topics in TM. These have been used in the curriculum for medical students, residents, and fellows at the University of Colorado School of Medicine and are effective as a learning intervention 26 …”

A comparison of knowledge retention between online and in-class problem-based learning

“…The IPBL method has yielded collective feedback, which provided accurate and specific answers with some details while neglecting some crucial points. On this matter, many studies have suggested that in the presence of cognitive complexity, adequate time was necessary for gradual development of these essential managerial skills in order to empower the student and facilitate deep approaches to learning (Honebein, Duffy & Fishman, 1991;Morrison & Murray, 1994;Heath, Higgs & Ambruso, 2008;Amesse & et al, 2008). It seemed effective only for learning matters of schoolchildren with an undersized curriculum.…”

“…In addition, the online learning method is increasing in popularity. It is challenging and stimulating to the curiosity of students, as well as promptly interacting with other databases (Towle, Godolphin, Grams & Lamarre, 2006;Rossett & McDonald, 2006;Heath, Higgs & Ambruso, 2008;Cadwell, 2008;Modica & et al, 2009). Students are highly independent in studying to the selected subjects of their current interest with a complete scope of content and quality.…”