Twelve tips for utilizing principles of learning to support medical education

Medical Teacher

Volumn 34, Issue 1, 2012, Pages 20-24

  Cutting, Maris F ^a   Saks, Norma Susswein ^a  

^a RUTGERS ROBERT WOOD JOHNSON MEDICAL SCHOOL   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; HUMAN; LEARNING; MEDICAL EDUCATION; MEDICAL STUDENT; ORGANIZATION AND MANAGEMENT; PRACTICE GUIDELINE; TEACHING;

EDUCATION, MEDICAL; GUIDELINES AS TOPIC; HUMANS; LEARNING; STUDENTS, MEDICAL; TEACHING;

EID: 84855929952     PISSN: 0142159X     EISSN: 1466187X     Source Type: Journal    
DOI: 10.3109/0142159X.2011.558143     Document Type: Article

References (21)

1. Ainsworth S, Loizou AT. 2003. The effects of self-explaining when learning with text or diagrams. Cognit Sci 27:669-681 (Pubitemid 36742412)
2. Bereiter C, Scardamalia M. 1985. Cognitive coping strategies and the problem of "inert knowledge". In: Chipman SF, Segal JW, Glaser R, editors. Thinking and learning skills: Vol. 2. current research and open questions. Hillsdale, NJ: Erlbaum. pp 65-80
3. Bjork RA. 1994. Memory and metamemory considerations in the training of human beings. In: Metcalfe J, Simamura A, editors. Metacognition: Knowing about Knowing. Cambridge, MA: MIT Press. pp 185-205
4. Bjork RA. 1999. Assessing our own competence: Heuristics and illustrations. In: Gopher D, Koriat A, editors. Attention and performance XVII: Cognition regulation of performance: Interaction of theory and application. Cambridge, MA: MIT Press. pp 435-459
5. Bransford JD, Brown AL, Cocking RR. editors. 2000. How People Learn (expanded edition.). Washington, D.C.: National Academy Press
6. Cepeda NJ, Pashler H, Vul E, Wixted JT, Rohrer D. 2006. Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychol Bull 132:354-380 (Pubitemid 43848888)
7. Craig SD, Sullins J, Witherspoon S, Gholson B. 2006. The deep-levelreasoning- question effect: The role of dialogue and deep-level-reasoning questions during vicarious learning. Cognit Instruct 24:565-591 (Pubitemid 44878246)
8. Cull WL. 2000. Untangling the benefits of multiple study opportunities and repeating testing for cued recall. Appl Cognit Psychol 14:215-235
9. Flavell JH. 1979. Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. Am Psychol 34:906-911
10. Graesser AC. 2009. Cognitive scientists prefer theories and testable principles with teeth. Educ Psychol 44:193-197
11. Graesser AC, Halpern DF, Hakel M. 2008. 25 Principles of Learning. Washington, DC: Task Force on Lifelong Learning at Work and at Home. Retrieved September 30, 2010 from http://www.psyc.memphis. edu/learning/whatweknow/index. shtml
12. Graesser AC, Person NK. 1994. Question asking during tutoring. Am Educ Res J 31:104-137
13. Halpern DF, Hakel MD. 2003. Applying the science of learning to the university and beyond: Teaching for long-term retention and transfer. Change 35:36-41
14. Hattie J, Timperley H. 2007. The power of feedback. Rev Educ Res 77:81-112
15. Larsen DP, Butler AC, Roediger III HL. 2009. Repeated testing improves long-term retention relative to repeated study: A randomized controlled trial. Med Educ 43:1174-1181
16. Metcalfe J. 2009. Metacognitive judgments and control of study. Curr Dir Psychol Sci 18:159-163
17. Pashler H, Bain P, Bottge B, Graesser A, Koedinger K, McDaniel M, Metcalfe J. 2007. Organizing Instruction and Study to Improve Student Learning (NCER 2007-2004). Washington, DC: National Center for Education Research. Retrieved October 10, 2010, from http:// ncer.ed.gov
18. Roediger HL, Karpicke JD. 2006. Test-enhanced learning: Taking memory tests improves long-term retention. Psychol Sci 17:249-255 (Pubitemid 43344734)
19. Rohrer D, Pashler H. 2010. Recent research on human learning challenges conventional instructional strategies. Educ Res 39:406-412
20. Szupar KK, McDermott KB, Roediger III HL. 2007. Expectation of a final cumulative test enhances long-term retention. Mem Cognit 35:1007-1013 (Pubitemid 47402012)
21. Volet SE. 1991. Modeling and coaching of relevant cognitive strategies for enhancing university students learning. Learn Instruct 1:319-336