Zobrazeno 1 - 10
of 3 531
pro vyhledávání: '"load theory"'
Autor:
Jihyun Si
Publikováno v:
BMC Medical Education, Vol 24, Iss 1, Pp 1-3 (2024)
Abstract Cognitive load theory (CLT) provides strategies for tailoring clinical reasoning training for novice medical students. This commentary highlights the importance of adapting training to the level of preclinical medical students and explores t
Externí odkaz:
https://doaj.org/article/2acc897e997244558b5ececd41f1ff0d
Autor:
Lorena Isbej, DDS, MA, Natacha Oyarzo, DDS, Claudia Véliz, DDS, MSc, Juan Carlos Ríos, MSc, PhD
Publikováno v:
Revista Médica Clínica Las Condes, Vol 35, Iss 5, Pp 438-444 (2024)
Resumen: Introducción: Entre el 30% y el 50% de las prescripciones anuales de antimicrobianos son incorrectas o innecesarias, potenciando el desarrollo de resistencia bacteriana. Se ha propuesto enfatizar su uso responsable en pregrado. Sin embargo,
Externí odkaz:
https://doaj.org/article/21603ff9b3c44ff29d49fc3b93f0e953
Autor:
Tjitske J. E. Faber, Mary E. W. Dankbaar, Walter W. van den Broek, Laura J. Bruinink, Marije Hogeveen, Jeroen J. G. van Merriënboer
Publikováno v:
BMC Medical Education, Vol 24, Iss 1, Pp 1-19 (2024)
Abstract Background While game-based learning has demonstrated positive outcomes for some learners, its efficacy remains variable. Adaptive scaffolding may improve performance and self-regulation during training by optimizing cognitive load. Informed
Externí odkaz:
https://doaj.org/article/7df34e6af9d34eb38a217cbda06a9ec3
Publikováno v:
Jurnal Lebesgue, Vol 5, Iss 2, Pp 1031-1048 (2024)
This research aims to: 1) determine the process of developing teaching module, 2) determine the validity of teaching modules, 3) determine the practicality of teaching modules, and 4) determine the effectiveness of teaching modules. In general, the d
Externí odkaz:
https://doaj.org/article/ffa267f99c044112ae583f834621b9f7
Autor:
Stephen Fox, Vitor Fortes Rey
Publikováno v:
Machine Learning and Knowledge Extraction, Vol 6, Iss 3, Pp 1494-1509 (2024)
Information that is complicated and ambiguous entails high cognitive load. Trying to understand such information can involve a lot of cognitive effort. An alternative to expending a lot of cognitive effort is to engage in motivated cognition, which c
Externí odkaz:
https://doaj.org/article/3b1f4de930d94dd2ba8064ed1e3a2d1b
Publikováno v:
Neuroimage: Reports, Vol 4, Iss 4, Pp 100228- (2024)
Cognitive load, or the mental effort required to process and retain information, is a critical factor in high-stakes environments where task demands often exceed working memory capacity, leading to performance declines and errors. However, most cogni
Externí odkaz:
https://doaj.org/article/3e9f05c963c246d7929ceeaf8ce31f33
Publikováno v:
Journal of Hydrology: Regional Studies, Vol 56, Iss , Pp 102061- (2024)
Study region: The Tianshan region Study focus: Against the backdrop of ongoing global climate warming, the terrestrial water storage (TWS) changes are a complex dynamic process closely linked to climate change in the Tianshan. However, current resear
Externí odkaz:
https://doaj.org/article/ae703629df554385b18db9f2da63b24f
Autor:
Susan Wiltrakis, Ruth Hwu, Sherita Holmes, Srikant Iyer, Nandranie Goodwin, Claire Mathai, Scott Gillespie, Kiran B. Hebbar, Nora Colman
Publikováno v:
Advances in Simulation, Vol 9, Iss 1, Pp 1-11 (2024)
Abstract Background Cognitive load impacts performance of debriefers and learners during simulations, but limited data exists examining debriefer cognitive load. The aim of this study is to compare the cognitive load of the debriefers during simulati
Externí odkaz:
https://doaj.org/article/6a7b95ed34eb498fa7fee2646c44e4e8
Autor:
Jihyun Si
Publikováno v:
Korean Journal of Medical Education, Vol 36, Iss 2, Pp 213-221 (2024)
Purpose This study developed and implemented case-based flipped learning using illness script worksheets and investigated the responses of preclinical students and professors to the intervention in terms of its effectiveness, design, and implementati
Externí odkaz:
https://doaj.org/article/0d02e5d033144822805b4238467d0a71
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