The Application of Cognitive Teaching and Learning Strategies to Instruction in Medical Education
10.17496/kmer.2020.22.2.57
- Author:
Sanghee YEO
1
Author Information
1. Department of Medical Education, School of Medicine, Kyungpook National University, Daegu, Korea
- Publication Type:Review Article
- From:
Korean Medical Education Review
2020;22(2):57-66
- CountryRepublic of Korea
-
Abstract:
The purpose of this study was to examine teaching strategies from cognitive learning theory applied to medical education and to present specific applications of the strategies and cases. The results of this study yielded (1) seven teaching strategies and specific sample activities that instructors can use based on learning processes in medical schools; (2) nine instructional events to which cognitive learning strategies were applied; (3) principles of curriculum design from a cognitive perspective; and (4) instruction cases employing cognitive teaching strategies. Cognitive learning theory has two implications: first, if instructors in medical schools apply the results of the study to design a class and curriculum, it would be possible for them to minimize cognitive loading of the learners that may stem from ineffective teaching strategies or curricula; second, cognitive teaching strategies that seek improvement in thinking skills could provide useful teaching strategies for medical education, which aims to develop experts with high-level thinking processes. In this sense, cognitive learning theory is
