The SSA technique as a means to reflect pre-post workshop’s modifications in medical instruction

This study examines the relationships between the activity and cognitive dimensions of lessons assessed in medical teaching and their interactions with a four day workship, using the SSA technique. The major findings of this study indicate that: (a) after the workshop, there was a significant increase in both activity and cognitve dimensions; (b) six cognitive levels were identified, as expected according to Bloom’s (1956) theory; (c) within each cognitive level, there was a distinction between the teacher’s and the student’s verbal activities; and (d) the six cognitive levels clustered into two groups: basic levels and higher-order levels.