Learning‐theory Eclecticism in the Anatomy Classroom

Abstract

This presentation supports the hypothesis that intentionally drawing on a variety of educational psychological theories of learning when making instructional decisions gives students the instructional and learning support structures they need to become successful, independent, and lifelong learners. Three significant learning theories are well aligned with the instructional paradigm shift occurring in higher education from teacher-centered to learner-centered classrooms: information processing theory, metacognitive theory, and social constructivist theory. These learning theories are analyzed to develop instructional design principles that anatomy educators can use as a framework to guide educational reform efforts and for meeting various pedagogical challenges. Cognitive-based instructional designs for anatomy, including guided notes, cooperative learning, critical thinking, and collaborative assessment will be briefly described. Impacts on student learning and retention from these designs are summarized...