The effects of cognitive styles and orientation procedures on learner performance in a complex computer-based learning environment

In medical education, there has been considerable interest in fostering the development of clinical expertise in medical students, residents and other health professionals. Developing the ability to apply/construct knowledge appropriate to a clinical problem solving environment has been considered an advanced knowledge acquisition task. In order to facilitate the processes involved in advanced knowledge acquisition, a computer-based learning system was created in the area of transfusion medicine in accordance with cognitive flexibility theory which described specific principles of learning and instruction for advanced knowledge acquisition.;The present study investigated the interaction of cognitive abilities/styles and orientation procedures on the effectiveness of this computer-based module and on student usage patterns during information access and problem solving activities. ANOVA and ANCOVA techniques were used to explore main effects and interactions between individual difference factors (field dependence/independence and cognitive constriction/flexibility) and orientation procedures on test case scores after solving practice cases. Pearson product-moment correlation analysis was also used to relate usage variables in the practice cases to factors listed above.;The results of the ANOVA and ANCOVA analyses consisted of a significant main effect (p ;This research suggested that learners did not benefit equally from the use of complex computer-based instruction, even when the learner population was relatively homogeneous in background knowledge and ability. Cognitive processing styles which facilitated the integration of information from a variety of sources, allowed learners to function more effectively in this complex computer-based learning environment. To some extent, orientation procedures supplanted the information processing skills necessary for successful knowledge integration from complex computer-based instruction. Recommendations for future research based on these findings are also presented.