Abstract
This study on the multimedia principle of pretraining examined the effect the method of pretraining had on achievement of OT students learning sensory integration theory. Pretraining specifies dividing content into two learning phases to increase comprehension. Using pretest-posttest design, 145 OT students received intervention via a video module and lecture. Results indicated pretraining with a static concept map was more effective than the other two methods investigated.
Primary Author and Speaker: Melisa Kaye
Preparing occupational therapy (OT) students for practice in an effective and efficient manner is a critical responsibility for OT instructors (Burke & Harvison, 2014). The knowledge bases of cognitive psychology and educational technology provide a fount of evidence based strategies to assist OT educators (van Merrienboer & Sweller, 2010). To optimize learning, it is vital to adopt teaching practices that enhance retention but also more meaningful outcomes like clinical reasoning and transfer ability.
This study investigated the multimedia principle of pretraining, which suggests dividing content into preparatory and more detailed delivery phases to maximize student learning. Pretraining is supported by a solid research base (Mayer & Pilegard, 2014), yet studies investigating alternative approaches to the method and use of the method with healthcare topics and in naturalistic classroom settings are scarce. Therefore, this study explored three technology-enhanced approaches to pretraining and focused on a sample of OT students who were learning about the complex topic of sensory integration theory.
The purpose of this study was to compare three types of pretraining-- traditional pretraining, pretraining with a static concept map, and pretraining with an animated concept map—to determine which approach was the most effective for achievement. Research questions 1-2 focused on which of three types of pretraining resulted in the greatest gains in schematic knowledge achievement immediately after the intervention and then two weeks later. Research questions 3-4 focused on which of three types of pretraining resulted in the greatest gains in near transfer achievement immediately after the intervention and then two weeks later.
The study used a quasi-experimental pretest-posttest-delayed posttest design. A convenience sample of 145 first year OT students from three Northern California OT programs participated in the study. Sixty-five percent of participants were aged 20-29, 85% were female, and 90% had little prior knowledge of sensory integration.
Data was collected via three parallel forms of a 5-item schematic knowledge and a 12-item near transfer test. Data analysis included descriptive statistics, analysis of variance (ANOVA), and repeat measured ANOVA on gain scores at the three testing intervals. Effect sizes were reported. Results indicated that pretraining with a static concept map was the most effective method as evidenced by statistically significant gains at posttest and delayed posttest and small to medium effect sizes. Traditional pretraining also showed positive results.
The findings suggest that using pretraining to augment complex content learning in OT education is effective and pragmatic. Use of a concept map is recommended. A slide deck approach is also effective, but an animated concept map is not worth the effort required to create the resource.
This study adds to the research on best practices in teaching OT. Additionally, the study shows that leveraging multimedia resources augments student learning. As OT training becomes ever more rigorous and sophisticated, making use of keen pedagogical frameworks and technology-based techniques will aid OT educators in maximizing effective instruction.
Burke J. P., & Harvison N. (2014). From the Desk of the Guest Editors—A systematic focus on occupational therapy education. American Journal of Occupational Therapy, 68, S1–S2. DOI:10.5014/ajot.2014.685S07
Mayer, R. E., & Pilegard, C. (2014). Principles for managing essential processing in multimedia learning: Segmenting, pretraining, and modality principles. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed., pp. 316–344). New York, NY: Cambridge University Press.
Van Merriënboer, J. J. G., & Sweller, J. (2010). Cognitive load theory in health professional education: Design principles and strategies. Medical Education, 44(1), 85–93. DOI:10.1111/j.1365-2923.2009.03498.x