ackground of the study: Lecturers are driven by a passion for transferring knowledge to students. However, the teaching and learning process is often carried out in a tight schedule, causing lecturers to overpack lectures to cover the necessary learning outcomes. Due to the extensive medical curriculum and time constraints, students must endure long, boring, and demotivating lectures, affecting their ability to acquire and retain knowledge.

Problem Statement: Medical Students’ failure to engage in long crammed lectures affected their ability to acquire, recall and retain new knowledge. Therefore, it is imperative to find new teaching strategies to create a meaningful learning experience and improve student engagement, knowledge acquisition and retention.

Aim: Explore new teaching and lecture preparation skills to help students acquire and retain knowledge when learning complex concepts.

Objective: To adopt suitable teaching strategies and improve lecture preparation skills to help students acquire and retain knowledge.

1.Why the change in teaching strategies and lecture preparation can help students acquire and retain knowledge?

2.How did the change in teaching strategies and lecture preparation help improving students’ knowledge acquisition and retention?

Literature Review and Underlying Theories: Two theories underlying this action research are Cognitive Load Theory and Knowles’ adult learning theory.

Methodology: Mixed-method action research was adopted, and third-year medical students were recruited for this study.

Results and Analysis: The findings revealed that apart from the students’ increased levels of satisfaction and engagement with the learning process, there was a significant improvement in their ability to acquire and retain knowledge.

Conclusion: Changing how complex concepts are taught using different teaching strategies and lecture preparation could improve students’ learning experience and help improve knowledge acquisition and retention.