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

Siti N.H., Hadie and Husnaida, Abdul Manan @ Sulong, and Asma’, Hassan and Zul I., Mohd Ismail and Saiful, Talip and Ahmad F., Abdul Rahim (2018) Creating an engaging and stimulating anatomy lecture environment using the Cognitive Load Theory-based Lecture Model: Students' experiences. Journal of Taibah University Medical Sciences. ISSN 16583612 (In Press)

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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 validatedLearners’ 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.

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