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.
Mahler
S
S
Curriculum Unit, University Center for Health Sciences and Services, Ben-Gurion University of the Negev, Beer Sheva, Israel.
Neumann
L
L
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