Reflections on Study Strategy Modifications Using Cognitive Load Theory and Dual Processing Theory in the First Year of Medical School

Zhao, Caroline; Hu, Yenya

doi:10.1007/s40670-020-01198-3

Cited by 7 publications

(7 citation statements)

References 24 publications

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“…Under such conditions, students may experience increased cognitive load. The corresponding literature suggests that an increase in cognitive load is one of the main problems of medical students, especially in first year [46]. In our study, an increase in intrinsic cognitive load was confirmed with a general mean of 3.02 ± 0.92 (on a scale of 4), also observing a trend of greater load in the first year (3.05 ± 1.03).…”

Section: Learning Management and Efficacy Skills: Cognitive Loadsupporting

confidence: 87%

Social Accountability of Medical Schools Toward Their Students

Roca¹,

Lopez²,

Filgueira³

2022

EDU

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Social accountability refers to the role of institutions, including medical schools, as contributors to an evolving society. The COVID-19 pandemic and global health crisis have exacerbated challenges and difficulties of medical schools to adopt the social accountability paradigm. This exploratory study aims to identify weaknesses and demands of medical students during the COVID-19 pandemic with the intention of developing interventional, socially accountable educational programs. An online questionnaire was sent to medical students in year one to three for collecting data about students' perception of preparedness to cope with sudden changes from in-person to online teaching due to COVID-19 measures. In addition, data about students' well-being was collected according to the Shirom-Melamed Burnout Measure and the Connor-Davidson Resilience Scale. 221 of 376 students completed the questionnaire (58.7%). During the COVID-19 pandemic, most medical students kept up with new educational technologies and adjusted to online learning. However, most students suffered from poor time and learning management, poor quality of life and burnout. Data analysis on wellbeing variables showed: a) poor quality of life (52%); b) medium to high level of burnout (65.1%), with the highest number of students with burnout (70%) in third year; c) medium level (73.8%) to high level (23%) of resilience across all years. Our study indicates that medical schools need to be socially accountable towards their students and allocate additional resources into programs for the support of the cognitive and emotional needs of medical students, with the emphasis of improving students' learning management and cognitive skills, and by doing so, reducing burnout and improving quality of life. Finally, social accountability should also include students' wellbeing, in addition to activities related to patients, health system and society.

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Section: Learning Management and Efficacy Skills: Cognitive Loadsupporting

confidence: 87%

Social Accountability of Medical Schools Toward Their Students

Roca¹,

Lopez²,

Filgueira³

2022

EDU

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“…Intrinsic cognitive load is mainly attributed to the complexity and difficulty of learning material [14]. In our study, the same topic was given over the three teaching modalities by the same instructor and was designed to be with the same difficulty and complexity.…”

Section: Discussionmentioning

confidence: 99%

“…While the intrinsic cognitive load is concerned with the inherent difficulty and complexity of the knowledge that needs to be acquired. Germane cognitive load is the remaining cognitive capacity of the working memory that is required to create or modify schemas while consciously processing information [14].…”

Section: Introductionmentioning

confidence: 99%

Effect of different teaching/learning approaches using virtual patients on student’s situational interest and cognitive load: a comparative study

2022

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Background Virtual Patients (VPs) have been receiving considerable attention in medical education as an authentic learning and teaching approach. The study aimed to evaluate the effect of using different approaches of conduction of virtual patients (VPs) on students’ cognitive load and situational interest. Methods The study is an experimental study. Two different cohorts have participated during the academic year 2019/2020 and 2020/2021. The first cohort (Group 1) was exposed to a lecture followed by an independent VPs session, and the second cohort (Group 2) was exposed to a collaborative VPs session. The situational interest and Cognitive load were compared between the two groups. All sessions are about one topic related to maxillofacial trauma. Results Findings showed that there was no significant difference between the median score of the situational interest at repeated time points during the Collaborative VPs (Group 2). However, in group 1, there was a significant difference between the median score of situational interest at repeated time points during independent VPs where the lowest score was found to be at the end of the session. Also, results showed that the collaborative VPs (Group 2) showed a high median score of situational interest than both lecture and independent VPs (Group 1). Furthermore, the study showed that there is no significant difference in the intrinsic cognitive load among the three sessions. However, the extraneous cognitive load was low in collaborative VPs (Group 2) than in both lecture and independent VPs sessions (Group 1). Conclusion The use of VPs in a collaborative interactive learning activity is more effective than its use as an independent learning activity in enhancing students’ situational interest and reducing cognitive load. However, giving independent VPs after the lecture with the same topic is considered a limitation of the study as this can affect the situational interest of the students by filling their gab of knowledge.

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“…5,6 Guided by this framework, YH created two methods to combat the roadblocks above. [7][8][9][10] First is recognition and correction of weak topics via Self-assessment, Identification, and Patching of knowledge gaps (SIP). These are topics in which the learner misses questions or lacks understanding.…”

Section: Introductionmentioning

confidence: 99%

Practical and customizable study strategies for clerkship year success

Johnston

Zhao²,

Hu³

2023

Can. Med. Ed. J

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The transition from a pre-clerkship curriculum to the clerkship year presents a need to re-examine and modify study strategies for clinical subject examinations and ultimately the United States Medical License Examination STEP 2 Clinical Knowledge. Efficient and effective learning are keys in balancing the significantly increased responsibility of patient care and decreased time for examination preparation. We describe several customizable study approaches, advice on selecting resources, and methods for applying the educational framework of deliberate practice and corrective feedback to learning during a medical student’s clerkship years. These strategies focus on intentional and outcome-driven self-assessments to identify and patch knowledge gaps tailored to the clerkship year that will empower learners.

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Reflections on Study Strategy Modifications Using Cognitive Load Theory and Dual Processing Theory in the First Year of Medical School

Cited by 7 publications

References 24 publications

Social Accountability of Medical Schools Toward Their Students

Social Accountability of Medical Schools Toward Their Students

Effect of different teaching/learning approaches using virtual patients on student’s situational interest and cognitive load: a comparative study

Practical and customizable study strategies for clerkship year success

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