Comparison of Teaching by Conventional Method and by using Cognitive Theory of Multimedia to Post Graduate FCPS Radiology Students
Objective: Objectives of this study was to teach postgraduate radiology resident physics by both conventional method and by using cognitive theory of multimedia, comparing the results and to see if there was any improvement in their learning and performance.
Study Design: Comparative Experimental study
Setting and Duration of Study: This study was carried out at B.B.H. and Holy Family Hospital Rawalpindi from Oct to Dec 2019.
Methods: Two groups of PG FCPS students of first year and second year comprising of 10 students each were formed. Two groups had similar attributes. First of all Pretest is taken. Group one was taught through didactic lecture and post test was taken. Second group was taught by the use of cognitive theory of multimedia and post test was taken. Cross over was done. Pretest was taken as before. Group one was now taught by the use of cognitive theory of multimedia and post test was taken and group two was taught through didactic lecture and post test was again taken. Results of both groups were compared.
Results: Statistically these two groups were similar. At the end of first round mean pretest score in conventionally taught group I was 4.1 and mean post test score was 8.8. In group II taught by cognitive theory of multimedia the mean pretest score was 4.2 and mean post test score was 13.3. After cross over in group II taught conventionally the mean test score was 4.0 and post test score were 8.9. In group I now taught by cognitive theory of multimedia teaching group mean pretest score was 4.1 and mean post test score was 13.6.
Conclusion: Postgraduate, first and second year Diagnostic Radiology residents performed better in assessment once they were taught Physics by use of cognitive theory of multimedia as compared when taught by conventional method of teaching.
Didactic lecture, cognitive theory of multimedia, post graduate residents.
2. Bechtold, S. W. (2017). The Cognitive Theory of Multimedia Learning: The Impact of Social Cues. Learning, Design, and Technology, (July), 1–14. https://doi.org/10.1007/978-3-319-17727-4_60-1
3. Issa, N., Schuller M., Santacaterina S., Shapiro M., Wang, E., Mayer R.,et al. (2011). Applying multimedia design principles enhances learning in medical education. Medical education (Vol. 45). https://doi.org/10.1111/j.1365-2923.2011.03988.x
4. Maslow, A. (2007). Maslow ’ s Hierarchy of Needs in an Inclusion Classroom- By Kaitlin Lutz (/ Maslow % 27s Hierarchy of Needs in an Inclusion Classroom By Kaitlin Lutz ), 3.
5. Mayer, R. E. (2008). Applying the Science of Learning: Evidence-Based Principles for the Design of Multimedia Instruction. American Psychologist, 63(8), 760–769. https://doi.org/10.1037/0003-066X.63.8.760
6. Mayer, R. E., & Moreno, R. (1998). Cognitive Theory of Multimedia Learning. The Cambridge Handbook of Multimedia Learning, 31–49.
7. Muhammad, S. (2018). Application of Cognitive Theory of Multimedia Learning in Undergraduate Surgery Course. International Journal of Surgery Research and Practice, 5(1), 2–7. https://doi.org/10.23937/2378-3397/1410065
8. Schlorhaufer C, Behrends M, Diekhaus G, Keberle M, Weidemann J. Implementation of a web-based, interactive polytrauma tutorial in computed tomography for radiology residents: how we do it. European journal of radiology. 2012 Dec 1;81(12):3942-6. https://doi.org/10.1016/j.ejrad.2012.07.006
9. Tabbers, H. K., Martens, R. L., & Merriënboer, J. J. G. Van. (2000). Multimedia Learning and Cognitive Load Theory : Effects of Modality and Cueing. Symposium on Cognitive Load Theory - ORD 2000, 1–11.
10. Tang B, Coret A, Qureshi A, Barron H, Ayala AP, Law M. Online lectures in undergraduate medical education: scoping review. JMIR medical education. 2018;4(1):e11.https://doi.org/10.2196/mededu.9091
11. Sewell JL, Maggio LA, Ten Cate O, van Gog T, Young JQ, O’Sullivan PS. Cognitive load theory for training health professionals in the workplace: A BEME review of studies among diverse professions: BEME Guide No. 53. Medical teacher. 2019 Mar4;41(3):256-70. https://doi.org/10.1080/0142159x.2018.1505034
12. Zheng, Q., Chen, F. Y., Liang, X., Ran, Z. H., Shao, L., Ding, S,et al. (2014). Using cognitive theory to facilitate medical education. BMC Medical Education, 14(1), 1–7. https://doi.org/10.1186/1472-6920-14-79
Copyright (c) 2021 Misbah Durrani, Usman Mahboob, Zainab Inam, Inam ul Haq, Shamaila Manzoor, Khushbakht Aliya
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
All research articles published in the Journal of Rawalpindi Medical College (JRMC) are fully open access: immediately freely available to read, download, and share. Copyrights of all articles published in JRMC are retained by the authors. First publication rights are granted to JRMC. The journal/publisher is not responsible for subsequent uses of the work.
All articles are published under the Creative Commons Attribution (CC BY-SA 4.0) license.