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Abstract

Background In medical education, particularly in the clinical environment, learning theories can enhance the education process. Cognitive theory, which focuses on how we receive, organize, and store incoming information and subsequently retrieve it, is an example. Based on this theory and the memory model, different strategies have been suggested to maintain learners’ attention and improve their memory. For instance, changing the tone or position during lectures or beginning a lecture with a review or summary slide. Our study, using post-lecture quizzes, assessed the impact of cognitive strategies implemented in lectures delivered to the medical students of King Saud bin Abdulaziz University for Health Sciences. Method We used an experimental pre-test-post-test control group design, and 36 medical students were randomly assigned to 2 groups, namely Interventional (received lectures that used cognitive strategies) and Traditional (received lectures that did not use cognitive strategies). Each group took a pre-lecture quiz, to determine pre-existing knowledge, and a post-lecture quiz. Results The mean score of the pre-test showed no difference, but this difference was significant post-test (p-value

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