Investigating the Benefits of Integrated Anatomy Instruction: A Cognitive Load Theory Perspective
Declining anatomy knowledge of junior doctors has been linked to clinical error judgement and medicolegal litigation. To overcome the problem, anatomy educators have introduced many teaching initiatives during undergraduate study that might promote anatomy knowledge acquisition and retention, inc...
Saved in:
Main Authors: | , , |
---|---|
Format: | Article |
Language: | English |
Published: |
Penerbit Universiti Sains Malaysia and Malaysian Association of Education in Medicine and Health Sciences (MAEMHS)
2021
|
Subjects: | |
Online Access: | http://ir.unimas.my/id/eprint/36245/1/anatomy1.pdf http://ir.unimas.my/id/eprint/36245/ https://eduimed.usm.my/current.html https://doi.org/10.21315/eimj2021.13.3.1 |
Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
id |
my.unimas.ir.36245 |
---|---|
record_format |
eprints |
spelling |
my.unimas.ir.362452021-10-01T02:11:47Z http://ir.unimas.my/id/eprint/36245/ Investigating the Benefits of Integrated Anatomy Instruction: A Cognitive Load Theory Perspective Saiful Bahri, Talip Zul Izhar, Mohd Ismail Hadie, Siti Nurma Hanim RZ Other systems of medicine Declining anatomy knowledge of junior doctors has been linked to clinical error judgement and medicolegal litigation. To overcome the problem, anatomy educators have introduced many teaching initiatives during undergraduate study that might promote anatomy knowledge acquisition and retention, including anatomy teaching using integrated instruction. Anatomy instruction can be integrated in terms of its contents and teaching approach. Learning from integrated anatomy instruction allows students to relate anatomy subjects with different subdisciplines and to comprehend related clinical context for future application. On the other hand, the integrated approach for anatomy teaching caters to different types of learning styles, therefore ensuring optimal learning. Nevertheless, causal relationships between integrated anatomy instruction and student learning has never been explicitly explored. Hence, this article aims to unearth the elements of integrated anatomy teaching that promote learning through instructional design theory, namely, cognitive load theory (CLT). Penerbit Universiti Sains Malaysia and Malaysian Association of Education in Medicine and Health Sciences (MAEMHS) 2021-09-30 Article PeerReviewed text en http://ir.unimas.my/id/eprint/36245/1/anatomy1.pdf Saiful Bahri, Talip and Zul Izhar, Mohd Ismail and Hadie, Siti Nurma Hanim (2021) Investigating the Benefits of Integrated Anatomy Instruction: A Cognitive Load Theory Perspective. Education in Medicine Journal, 13 (3). pp. 1-14. ISSN 2180-1932 https://eduimed.usm.my/current.html https://doi.org/10.21315/eimj2021.13.3.1 |
institution |
Universiti Malaysia Sarawak |
building |
Centre for Academic Information Services (CAIS) |
collection |
Institutional Repository |
continent |
Asia |
country |
Malaysia |
content_provider |
Universiti Malaysia Sarawak |
content_source |
UNIMAS Institutional Repository |
url_provider |
http://ir.unimas.my/ |
language |
English |
topic |
RZ Other systems of medicine |
spellingShingle |
RZ Other systems of medicine Saiful Bahri, Talip Zul Izhar, Mohd Ismail Hadie, Siti Nurma Hanim Investigating the Benefits of Integrated Anatomy Instruction: A Cognitive Load Theory Perspective |
description |
Declining anatomy knowledge of junior doctors has been linked to clinical error judgement and
medicolegal litigation. To overcome the problem, anatomy educators have introduced many
teaching initiatives during undergraduate study that might promote anatomy knowledge acquisition
and retention, including anatomy teaching using integrated instruction. Anatomy instruction can
be integrated in terms of its contents and teaching approach. Learning from integrated anatomy
instruction allows students to relate anatomy subjects with different subdisciplines and to comprehend
related clinical context for future application. On the other hand, the integrated approach for anatomy
teaching caters to different types of learning styles, therefore ensuring optimal learning. Nevertheless,
causal relationships between integrated anatomy instruction and student learning has never been
explicitly explored. Hence, this article aims to unearth the elements of integrated anatomy teaching that
promote learning through instructional design theory, namely, cognitive load theory (CLT). |
format |
Article |
author |
Saiful Bahri, Talip Zul Izhar, Mohd Ismail Hadie, Siti Nurma Hanim |
author_facet |
Saiful Bahri, Talip Zul Izhar, Mohd Ismail Hadie, Siti Nurma Hanim |
author_sort |
Saiful Bahri, Talip |
title |
Investigating the Benefits of Integrated Anatomy
Instruction: A Cognitive Load Theory Perspective |
title_short |
Investigating the Benefits of Integrated Anatomy
Instruction: A Cognitive Load Theory Perspective |
title_full |
Investigating the Benefits of Integrated Anatomy
Instruction: A Cognitive Load Theory Perspective |
title_fullStr |
Investigating the Benefits of Integrated Anatomy
Instruction: A Cognitive Load Theory Perspective |
title_full_unstemmed |
Investigating the Benefits of Integrated Anatomy
Instruction: A Cognitive Load Theory Perspective |
title_sort |
investigating the benefits of integrated anatomy
instruction: a cognitive load theory perspective |
publisher |
Penerbit Universiti Sains Malaysia and Malaysian Association of Education in Medicine and Health Sciences (MAEMHS) |
publishDate |
2021 |
url |
http://ir.unimas.my/id/eprint/36245/1/anatomy1.pdf http://ir.unimas.my/id/eprint/36245/ https://eduimed.usm.my/current.html https://doi.org/10.21315/eimj2021.13.3.1 |
_version_ |
1713203871210274816 |
score |
13.154949 |