Applying the science of learning to medical education can be a fruitful venture that improves medical instruction and cognitive theory.
Help practitioners and researchers reduce measurement error in their survey instruments so that they can gather more accurate answers to their questions of interest.
Kirschner – Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching
Recent developments in instructional research and instructional design models that support guidance during instruction are briefly described.
When the cognitive load associated with a task exceeds the learner’s WM capacity, performance and learning is impaired.
Logan – Metacognition and the spacing effect: the role of repetition, feedback, and instruction on judgments of learning for massed and spaced rehearsal
Although spacing effects are very robust and have important implications for memory and education, people often underestimate the benefits of spaced repetition when learning.capitalize on these phenomena.
Spacing and Testing Effects: A Deeply Critical, Lengthy, and At Times Discursive Review of the Literature
This work suggests some ways that spacing and testing can be integrated into the classroom, and ask to what extent educators already capitalize on these phenomena.
A comparison of massed training vs spaced training.
These results demonstrate that retrieval attempts enhance future learning; they also suggest that taking challenging tests may be one key to effective learning.
We now have 39 systematic reviews that present an evidence-based approach to designing CME so that it is more effective.
Moore – A conceptual framework for planning and assessing learning in continuing education activities designed for clinicians in one profession and/or clinical teams
The purpose of this article is to provide a more actionable description of the components of the outcomes framework published in 2009.