COVID-19 Disruptions in Health Professional Education: Use of Cognitive Load Theory on Students' Comprehension, Cognitive Load, Engagement, and Motivation.

Front Med (Lausanne) · 2021 · PMC8520998 · PMID 34671622

Europe PMC DOI

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The analysis revealed that the improvement in the test scores within both the face-to-face freestyle and the CLT-based lectures were highly significant (mean difference ± SEM = 19.5 ± 1.6, t -stats = 12.5, df = 214, and p < 0.001), indicating that the students' understanding of the lecture content had increased after each lecture.

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