Zobrazeno 1 - 10
of 94
pro vyhledávání: '"Anique B H, De Bruin"'
Publikováno v:
BMC Medical Education, Vol 20, Iss 1, Pp 1-11 (2020)
Abstract Background Medical students need feedback to improve their patient-interviewing skills because self-monitoring is often inaccurate. Effective feedback should reveal any discrepancies between desired and observed performance (cognitive feedba
Externí odkaz:
https://doaj.org/article/9f7feecdc69141c998c2fa8d3af721cd
Autor:
Ellen M Kok, Bettina Sorger, Koos van Geel, Andreas Gegenfurtner, Jeroen J G van Merriënboer, Simon G F Robben, Anique B H de Bruin
Publikováno v:
PLoS ONE, Vol 16, Iss 9, p e0256849 (2021)
Radiologists can visually detect abnormalities on radiographs within 2s, a process that resembles holistic visual processing of faces. Interestingly, there is empirical evidence using functional magnetic resonance imaging (fMRI) for the involvement o
Externí odkaz:
https://doaj.org/article/143954a83a724daabc7b23dcc2058cbb
Autor:
Sanne F. E. Rovers, Renée E. Stalmeijer, Jeroen J. G. van Merriënboer, Hans H. C. M. Savelberg, Anique B. H. de Bruin
Publikováno v:
Frontiers in Psychology, Vol 11 (2020)
Externí odkaz:
https://doaj.org/article/50c161af2a2f4392bcd4a56b0835e41a
Autor:
Sanne F. E. Rovers, Renée E. Stalmeijer, Jeroen J. G. van Merriënboer, Hans H. C. M. Savelberg, Anique B. H. de Bruin
Publikováno v:
Frontiers in Psychology, Vol 9 (2018)
In order to ensure long-term retention of information students must move from relying on surface-level approaches that are seemingly effective in the short-term to “building in” so called “desirable difficulties,” with the aim of achieving un
Externí odkaz:
https://doaj.org/article/51e05624d084431f834fa3072ae064f4
Publikováno v:
British Journal of Educational Psychology. Wiley-Blackwell
BackgroundDuring self-study, students need to monitor and regulate mental effort to replete working memory resources and optimize learning results. Taking breaks during self-study could be an effective effort regulation strategy. However, little is k
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::e60589517447ffaa9670a82c170a602e
https://doi.org/10.1111/bjep.12593
https://doi.org/10.1111/bjep.12593
Publikováno v:
Educational Psychology Review, 33(4), 1835-1857. Springer
The testing effect—the power of retrieval practice to enhance long-term knowledge retention more than restudying does—is a well-known phenomenon in learning. However, retrieval practice is hardly appreciated by students and underutilized when stu
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::f7e29250760da8c0cfddbee69b465551
https://doi.org/10.1007/s10648-021-09604-x
https://doi.org/10.1007/s10648-021-09604-x
Publikováno v:
Frontline Learning Research, Vol 5, Iss 3 (2017)
Functional neuroimaging is a useful approach to study the neural correlates of visual perceptual expertise. The purpose of this paper is to review the functional-neuroimaging methods that have been implemented in previous research in this context. Fi
Externí odkaz:
https://doaj.org/article/71beae76dd3a4934a6117c7ac7c50f9f
Publikováno v:
Metacognition and Learning, 16(1), 1-14. Springer New York
Metacognition and Learning, 16(1), 1-14. Springer, Cham
Metacognition and Learning, 16(1). Springer New York
Metacognition and Learning, 16(1), 1-14. Springer, Cham
Metacognition and Learning, 16(1). Springer New York
When compared to high performers, low performers generally have more difficulty to accurately estimate their own performance. This has been explained by low performers being both unskilled and unaware about their performance. However, Miller and Gera
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::8b47bcedebb7d95c8c651bdc4e2b7d8e
https://doi.org/10.1007/s11409-020-09228-6
https://doi.org/10.1007/s11409-020-09228-6
Publikováno v:
Journal of Applied Research in Memory and Cognition, 9(4), 439-446. Elsevier BV
Applying effective learning strategies during self-study is important to build long-term knowledge. However, students rarely use such strategies, because they lack metacognitive knowledge and believe they are too effortful. To facilitate students use
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::3e0d35651ae68632c5fb8b7eb1be9792
https://doi.org/10.1016/j.jarmac.2020.07.006
https://doi.org/10.1016/j.jarmac.2020.07.006
Publikováno v:
Academic Medicine, 95(11), S67-S72. LIPPINCOTT WILLIAMS & WILKINS
PurposeClinical educators often raise concerns that learners are not comfortable with uncertainty in clinical work, yet existing literature provides little insight into practicing clinicians' experiences of comfort when navigating the complex, ill-de
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::3e955223e7d3f14d2ef74e42a3ddb85e
https://cris.maastrichtuniversity.nl/en/publications/0fadc09a-5a63-405e-a820-fd79c4d112db
https://cris.maastrichtuniversity.nl/en/publications/0fadc09a-5a63-405e-a820-fd79c4d112db