Skip to main content
Fig. 2 | BMC Medical Education

Fig. 2

From: Using cognitive load theory to evaluate and improve preparatory materials and study time for the flipped classroom

Fig. 2

A) Familiarity. Familiarity ratings plotted versus difficulty and overlaid with the cluster denomination. The more familiar cluster 2 sessions stood out as a group with moderate difficulty. Cluster 1 and 3 sessions both covered content unfamiliar to the students from prior courses but greatly differed in perceived difficulty of the content

B) Course design. Sessions were plotted by cluster in the order of occurrence over the time of the course. (Please note that the numbers do NOT correspond to the labels in Fig. 1). Cluster 1 represents content that is unfamiliar and least difficult. Cluster 2 content is most familiar, and moderately difficult. Cluster 3 content is most difficult and least familiar. Preparation times differ across clusters and are discussed in more depth in the text. The course progresses from more familiar to less familiar content over time. Over the years the number of cluster 1 sessions slightly increased (not statistically significant) and cluster 3 sessions were intentionally distributed more evenly across weeks to balance the weekly workload. (A week comprises 8–11 sessions).

C) Impact. Cognitive load efficiency graphs overlaid with prep time as contour plot highlight how students increasingly invest their time in the most difficult concepts over the years.

Back to article page