Applying multimedia design principles enhances learning in medical education

Medical Education

Volumn 45, Issue 8, 2011, Pages 818-826

  Issa, Nabil ^a   Schuller, Mary ^a   Santacaterina, Susan ^a   Shapiro, Michael ^a   Wang, Edward ^a   Mayer, Richard E ^b   Darosa, Debra A ^a  

^a NORTHWESTERN UNIVERSITY   (United States)

^b UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ANALYSIS OF VARIANCE; ARTICLE; CASE CONTROL STUDY; EDUCATION; HUMAN; LEARNING; LONG TERM MEMORY; MEDICAL EDUCATION; MEDICAL STUDENT; METHODOLOGY; MULTIMEDIA; PSYCHOLOGICAL ASPECT; STANDARD; TEACHING;

ANALYSIS OF VARIANCE; CASE-CONTROL STUDIES; EDUCATION, MEDICAL; EDUCATIONAL MEASUREMENT; HUMANS; LEARNING; MULTIMEDIA; RETENTION (PSYCHOLOGY); STUDENTS, MEDICAL; TEACHING; TEACHING MATERIALS;

EID: 79960376769     PISSN: 03080110     EISSN: 13652923     Source Type: Journal    
DOI: 10.1111/j.1365-2923.2011.03988.x     Document Type: Article

References (22)

1. Association of American Medical Colleges. Effective Use of Educational Technology in Medical Education. Candler C, ed. Institute for Improving Medical Education. Washington, DC: AAMC 2007.
2. Niamtu J III. The power of PowerPoint. Plast Reconstr Surg 2001;108 (2):466-84.
3. Kerr C. Death by PowerPoint: How to Avoid Killing your Presentations and Sucking the Life out of your Audience, 1st edn. Santa Ana, CA: ExecuProv Press 2001.
4. Harden RM. Death by PowerPoint - the need for a 'fidget index'. Med Teach 2008;10:833-5.
5. Alley M, ed. The Craft of Scientific Presentations: Critical Steps to Succeed and Critical Errors to Avoid, 1st edn. New York, NY: Springer-Verlag 2003.
6. Levinson AJ. Where is evidence-based instructional design in medical education curriculum development? Med Educ 2010;44 (6):536-7.
7. DiGiacinto D. Using multimedia effectively in the teaching-learning process. J Allied Health 2007;36:176-9.
8. Sweller J. Cognitive load during problem solving: effects on learning. Cogn Sci 1988;12 (2):257-85.
9. Sweller J, van Merrienboer J, Paas F. Cognitive architecture and instructional design. Educ Psychol Rev 1998;10 (3):251-96.
10. Paivio A. Mental Representations: A Dual Coding Approach. Oxford: Oxford University Press 1990.
11. Clark J, Paivio A. Dual coding theory and education. Educ Psychol Rev 1991;3 (3):149-210.
12. Baddeley AD. Human Memory: Theory and Practice. Hove: Psychology Press 1997.
13. Sweller J. Instructional Design in Technical Areas. Adelaide, SA: National Centre for Vocational Education Research 1999.
14. Wittrock MC. Generative processes of comprehension. Educ Psychol 1989;24 (4):345-76.
15. Mayer RE. Learning and Instruction, 2nd edn. Englewood Cliffs, NJ Merrill Prentice Hall/Pearson 2008. ISBN-10: 9780131707719 ISBN-13: 978-0131707719 ASIN: 013170771X.
16. Mayer RE. Applying the science of learning to medical education. Med Educ 2010;44 (6):543-9.
17. Mayer RE. Multimedia Learning, 1st edn. Cambridge: Cambridge University Press 2001.
18. Corcoran J, Downing SM, Tekian A, DaRosa DA. Composite score validity in clerkship grading. Acad Med 2009;84 (Suppl10):120-3.
19. Cook DA, Levinson AJ, Garside S. Time and learning efficiency in Internet-based learning: a systematic review and meta-analysis. Adv Health Sci Educ Theory Pract 2010;15 (5):755-70.
20. Ruiz JG, Cook DA, Levinson AJ. Computer animations in medical education: a critical literature review. Med Educ 2009;43 (9):838-46.
21. Mayer R, Heiser J, Lonn S. Cognitive constraints on multimedia learning: when presenting more material results in less understanding. J Educ Psychol 2001;93 (1):187-98.
22. Mayer RE. Representation of the dual-channel theory. Am Psychol 2008;63 (8):760-9.