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PubMed · 3440749

Faculty development in medical instruction: the cognitive dimension.

S Mahler·L Neumann
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Abstract

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.

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CognitionCurriculumFaculty, MedicalFemaleHumansInservice TrainingIsraelLearningMaleTeachingTime FactorsVerbal LearningJournal Article

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S Mahler, L Neumann. 1987. Faculty development in medical instruction: the cognitive dimension.. https://pubmed.ncbi.nlm.nih.gov/3440749/

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