Using cognitive load theory to evaluate and improve preparatory materials and study time for the flipped classroom.

ABSTRACT:

Background

Preclinical medical education is content-dense and time-constrained. Flipped classroom approaches promote durable learning, but challenges with unsatisfactory student preparation and high workload remain. Cognitive load theory defines instructional design as "efficient" if learners can master the presented concepts without cognitive overload. We created a PReparatory Evaluation Process (PREP) to systematically assess and measure improvement in the cognitive-load efficiency of preparatory materials and impact on study time (time-efficiency).

Methods

We conducted this study in a flipped, multidisciplinary course for ~ 170 first year students at Harvard Medical School using a naturalistic post-test design. For each flipped session (n = 97), we assessed cognitive load

SUBMITTER: Fischer K 

PROVIDER: S-EPMC10193725 | biostudies-literature | 2023 May

REPOSITORIES: biostudies-literature