Twelve tips for applying the science of learning to health professions education

Twelve tips for medical curriculum design from a cognitive load theory perspective

(2016) Jimmie Leppink et al.   MEDICAL TEACHER

Mastery Learning

(2015) William C. McGaghie   ACADEMIC MEDICINE

Acquisition and Maintenance of Medical Expertise

(2015) K. Anders Ericsson   ACADEMIC MEDICINE

‘You become a man in a man's world’: is there discursive space for women in surgery?

(2015) Elspeth Hill et al.   MEDICAL EDUCATION

Replication and Analysis of Ebbinghaus’ Forgetting Curve

(2015) Jaap M. J. Murre et al.   PLoS One

Predictable chaos: a review of the effects of emotions on attention, memory and decision making

(2014) Vicki R. LeBlanc et al.   ADVANCES IN HEALTH SCIENCES EDUCATION

Writing Assignments with a Metacognitive Component Enhance Learning in a Large Introductory Biology Course

(2014) Michelle Mynlieff et al.   CBE-Life Sciences Education

The science of learning and medical education

(2014) William C McGaghie et al.   MEDICAL EDUCATION

Cognitive Load Theory: Implications for medical education: AMEE Guide No. 86

(2014) John Q. Young et al.   MEDICAL TEACHER

The effect of testing versus restudy on retention: A meta-analytic review of the testing effect.

(2014) Christopher A. Rowland   PSYCHOLOGICAL BULLETIN

Deliberate practice enhances quality of laparoscopic surgical performance in a randomized controlled trial: from arrested development to expert performance

(2014) Daniel A. Hashimoto et al.   SURGICAL ENDOSCOPY AND OTHER INTERVENTIONAL TECHNIQUES

Developing the Master Learner

(2013) Daniel J. Schumacher et al.   ACADEMIC MEDICINE

Deliberate Practice Improves Pediatric Residents’ Skills and Team Behaviors During Simulated Neonatal Resuscitation

(2013) Leandro Cordero et al.   CLINICAL PEDIATRICS

The Role of Emotion in the Learning and Transfer of Clinical Skills and Knowledge

(2012) Meghan M. McConnell et al.   ACADEMIC MEDICINE

The importance of seeing the patient: test-enhanced learning with standardized patients and written tests improves clinical application of knowledge

(2012) Douglas P. Larsen et al.   ADVANCES IN HEALTH SCIENCES EDUCATION

Reflection as a strategy to foster medical students’ acquisition of diagnostic competence

(2012) Sílvia Mamede et al.   MEDICAL EDUCATION

Experiential learning: AMEE Guide No. 63

(2012) Sarah Yardley et al.   MEDICAL TEACHER

Can achievement goal theory provide a useful motivational perspective for explaining psychosocial attributes of medical students?

(2012) Nir Madjar et al.   BMC Medical Education

Twelve tips for utilizing principles of learning to support medical education

(2011) Maris F. Cutting et al.   MEDICAL TEACHER

The Hidden Curriculum: What Can We Learn From Third-Year Medical Student Narrative Reflections?

(2010) Elizabeth H. Gaufberg et al.   ACADEMIC MEDICINE

Long-Term Retention of Central Venous Catheter Insertion Skills After Simulation-Based Mastery Learning

(2010) Jeffrey H. Barsuk et al.   ACADEMIC MEDICINE

Applying the science of learning to medical education

(2010) Richard E Mayer   MEDICAL EDUCATION

Cognitive load theory in health professional education: design principles and strategies

(2009) Jeroen J G Van Merriënboer et al.   MEDICAL EDUCATION

Correcting a metacognitive error: Feedback increases retention of low-confidence correct responses.

(2008) Andrew C. Butler et al.   JOURNAL OF EXPERIMENTAL PSYCHOLOGY-LEARNING MEMORY AND COGNITION