Presented By: Tyler Bland, University of Idaho

Purpose
This study investigates the impact of applying Cognitive Theory of Multimedia Learning (CTML) principles in medical education, focusing on PowerPoint slide design for pharmacology coursework. It aims to enhance student achievement and situational interest, thereby improving learning outcomes in the preclinical phase.

Methods
A quasi-experimental design was employed, with students divided into a Control group (n=32) using traditional slides and an Experimental group (n=28) using redesigned slides based on CTML principles. Both groups were exposed to the same pharmacology content over three semesters. The redesigned slides featured six critical design elements, including high-yield image worksheets and visual communication strategies prioritizing symbols over text. Post-study surveys, incorporating the Situational Interest Survey for Multimedia, were used to assess motivation and preference.

Results
The Experimental group demonstrated a modest but significant increase in achievement scores compared to the Control group (101% improvement, p = 0.043). Additionally, the Experimental group showed significantly higher situational interest, both in triggered interest (M=4.85, SD=0.25) and maintained interest (M=4.87, SD=0.24), compared to the Control group. These results indicate a clear preference for the redesigned slides among the Experimental group participants.

Conclusions
The findings underscore the effectiveness of CTML design principles in medical education media design. The use of these principles led to increased academic achievement and heightened situational interest among students. This study advocates for the intentional redesign of educational media in medical education to achieve similar positive outcomes, emphasizing the importance of aligning media design with cognitive psychology theories.