This is the first published study to date assessing the linkage between slide design and CME speaker evaluations by an audience of practicing clinicians.
Overall, our analysis shows that cognitive load is a central consideration in the design of multimedia instruction.
This article examines evidence-based principles for how to design effective instructional videos and shows how they are grounded in cognitive theories of learning and instruction.
Applying the science of learning to medical education can be a fruitful venture that improves medical instruction and cognitive theory.
Recent developments in instructional research and instructional design models that support guidance during instruction are briefly described.
When the cognitive load associated with a task exceeds the learner’s WM capacity, performance and learning is impaired.
Although spacing effects are very robust and have important implications for memory and education, people often underestimate the benefits of spaced repetition when learning.capitalize on these phenomena.
This work suggests some ways that spacing and testing can be integrated into the classroom, and ask to what extent educators already capitalize on these phenomena.
A comparison of massed training vs spaced training.
These results demonstrate that retrieval attempts enhance future learning; they also suggest that taking challenging tests may be one key to effective learning.
ArcheMedX helps life sciences and healthcare organizations to better equip, evaluate, and predict team and clinician performance
