Faculty development in medical instruction: the cognitive dimension.
This study explores the impact of a teacher-training workshop on the cognitive dimension of medical instruction. The major findings indicate that following the workshop: 1) cognitive versatility in the lessons was observed as a result of a significant increase in the number of various activities on all cognitive levels; 2) there was a significant decrease in duration of activities (as percentage of lesson time) at the knowledge level, and a significant increase at comprehension and application levels; 3) a significant decrease was observed in the length of activities (in seconds) at the knowledge level and a significant increase at the evaluation level; and 4) in spite of significant differences among small, medium and large classes, the effect of training was evident in all classes.
Curriculum Unit, University Center for Health Sciences and Services, Ben-Gurion University of the Negev, Beer Sheva, Israel.
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Mahler
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Neumann
D003071:Cognition; D003479:Curriculum; D005180:Faculty, Medical; D005260:Female; D006801:Humans; D007318:Inservice Training; D007557:Israel; D007858:Learning; D008297:Male; D013663:Teaching / Q000379:methods*; D013997:Time Factors; D014706:Verbal Learning