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Memory and Cognitive Load Theory in Anatomical Education
Author(s) -
Regpala Steffi,
Easteal Ronald
Publication year - 2013
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.27.1_supplement.447.2
Subject(s) - interleaving , class (philosophy) , test (biology) , cognition , cognitive load , mathematics education , term (time) , learning theory , psychology , spiral (railway) , long term memory , memory test , cognitive psychology , computer science , artificial intelligence , neuroscience , mathematics , biology , operating system , mathematical analysis , physics , quantum mechanics , paleontology
A major component of academic development is the improvement of teaching by helping students to consolidate information from short‐term to long‐term memory. Recent advances in Memory and Cognitive Load Theory would seem to be pertinent to the teaching and learning of anatomy. In order to test the efficacy of these learning techniques, students in a large gross anatomy class (n = 280) were exposed to the following teaching innovations ‐ testing for learning, delayed practice, interleaving, and spiral learning. The performance of the students will be analyzed by comparing the marks to a previous class that took the same final exam. Comparisons will be made between the whole class, but also between the lower third, the middle third and the upper third. These results will be tabulated and analyzed by January 2013. The hypothesis is that there will be an increase in test scores, particularly in the lower third.