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This study is based on the measurement and reporting systems. In connection to the healthcare information quality, studies have been conducted in the previous period with an aim of identifying the integration of various strategies with the instruction based on the computer for the improvement of the medical students learning. Based on these studies, the generation effect is combined by the multi- dimensional model of learning with the model on the spreading activation and the illustration use with an aim of shifting information to the long term memory, from the short term memory. From this research, three main principles can be specified through which the understanding can be improved together with the information retrieval to the students: through the generation effect, there can be the generation of an item by the learner; an item that has a high likelihood of recalling information than through mere reading. Through the model of spreading information, there is a higher likelihood of retrieving the information when it is remembered in the data context through which there is an interconnection and relationship. Based on the picture use, better learning can be facilitated through graphics and text use in comparison to the description verbally. 

 

The above argument can be supported by a study conducted by Abdelhamid (1997) in the Auckland University; School of Medicine and Health Science on the multidimensional learning model effectiveness. From the results, the academic performance increase was significant to the students that the model was used. In addition, there was no record of a measurable improvement whereby the subjects was not covered. Hung (2001) denotes that this is an indication of shift from the cognitive knowledge and experience view as conceptual and separate. 

 

When the learning objects focusing on a clear goal of learning is seen to be useful in tackling the complexity management problems, there is however insufficiency in this move. The handling of the problems that are domain intrinsic also emphasizes on the need for good pedagogical design application. There is a possibility of introduction of pedagogical features that are sophisticated in the leaning object structure that is cohesive and focused. Based on this understanding, the focus aims at visualization use through which the student can be helped to build an understanding on the relationship between the program codes on the surface and computer memory effects. 

 

In his argument against the learning objects, Wiley (2003) maintains a critical perception to this predominant approach by terming it as a pedagogy that is didactic. This criticism targets on the assumption through which the learning objects major approaches are built into. While there is harmony with the learning research of the 1980s, Wiley (2003) holds that there is a contradiction of the current learning assumptions with the recent learning research. There is however a danger of what is termed by Wiley (2003) as the” storage of the education” based on which the leaning objects are perceived to be the holders of the content that is decontextualized through which a didactic and passive transmission leaning content model is supported. The usefulness of this approach may be in the case whereby there is a target of low- training level although it is perceived to be unsuitable in the case of the requirement involving higher order and deeper learning.

 

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