Ensuring effective learning from modular courses: a cognitive

Abstract Modular courses have been widely implemented as part of the competency-based training agenda. However, there is emerging concern that modular courses are not promoting effective learning although pragmatic considerations indicate they will continue to be widely used since there appear to be numerous advantages associated with their employment. A major inherent weakness of modularisation as a method of content organisation is it tends to fragment knowledge. The cognitive psychology and skill learning literatures, largely ignored in the development and implementation of competency-based training, indicate principles, which if followed, will help to ensure effective learning from modular courses. Particularly salient are the needs to ensure adequate practice and the integration of modules if effective problem solving is a desired objective. Stressed are the need for the teaching of ‘learning-to-learn’ strategies before modular courses are commenced and the importance of assessment to integrate knowledge gained from modules. Bruner's spiral curriculum concept, it is argued, is particularly useful in ensuring adequate practice and effective integration in modular course design.