Learner, patient, and supervisor features are associated with different types of cognitive load during procedural skills training: Implications for teaching and instructional design

Academic Medicine

Volumn 92, Issue 11, 2017, Pages 1622-1631

  Sewell, Justin L ^a   Boscardin, Christy K ^a   Young, John Q ^b   Cate, Olle ten ^c   O’Sullivan, Patricia S ^a  

^a UNIVERSITY OF CALIFORNIA   (United States)

^b DONALD AND BARBARA ZUCKER SCHOOL OF MEDICINE AT HOFSTRA NORTHWELL   (United States)

^c UNIVERSITY MEDICAL CENTER UTRECHT   (Netherlands)

Author keywords

[No Author keywords available]

Indexed keywords

ADULT; CLINICAL COMPETENCE; COGNITION; COLONOSCOPY; CROSS-SECTIONAL STUDY; EDUCATION; FEMALE; GASTROENTEROLOGY; HUMAN; LEARNING; MALE; MEDICAL EDUCATION; QUESTIONNAIRE; SHORT TERM MEMORY; UNITED STATES;

ADULT; CLINICAL COMPETENCE; COGNITION; COLONOSCOPY; CROSS-SECTIONAL STUDIES; FELLOWSHIPS AND SCHOLARSHIPS; FEMALE; GASTROENTEROLOGY; HUMANS; LEARNING; MALE; MEMORY, SHORT-TERM; SURVEYS AND QUESTIONNAIRES; UNITED STATES;

EID: 85028752643     PISSN: 10402446     EISSN: 1938808X     Source Type: Journal    
DOI: 10.1097/ACM.0000000000001690     Document Type: Article

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