ArticleAdvances in health sciences education : theory and practice2020
How cognitive psychology changed the face of medical education research.
Article in Advances in health sciences education : theory and practice, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 19 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
19 citing papers in PubMed.
- What is medical education research? An analysis and definition of subjects, objectives and types of research based on articles that have undergone a peer review process.GMS journal for medical education · 2026Article
- Combining Problem-Based Learning and Team-Based Learning in a Longitudinal Integrated Clerkship: How Do Students Spend Their Self-Study Time?The clinical teacher · 2025Article
- Transformation and articulation of clinical data to understand students' clinical reasoning: a scoping review.BMC medical education · 2025Article
- "It's Always There, Right?" Exploring Internal Medicine Teams' Use of Basic Science Knowledge on Inpatient Rounds.Perspectives on medical education · 2025Article
- Review
- Educational concepts: A longitudinal interleaved curriculum for emergency medicine residency training.Journal of the American College of Emergency Physicians open · 2024Article
- Redefining the Role of Medical Affairs Professionals as Innovators and Leaders in Industry-Led Medical Education.Pharmaceutical medicine · 2024Article
- Transformation and Articulation of Clinical Data to Understand Students' and Health Professionals' Clinical Reasoning: Protocol for a Scoping Review.JMIR research protocols · 2023Article
- Using instructor-developed study resources to increase evidence-based learning strategies among medical students: A mixed-methods study.Medical teacher · 2023Article
- Perceptions and Experiences of Undergraduate Students Regarding Social Media as a Tool for Government COVID-19-Related Messages: A Qualitative Study in Nottingham, UK.International journal of environmental research and public health · 2023Article
- Not Just Fun and Games: Game-Based Learning in Health Professions Education.Medical science educator · 2023Article
- Using Evidence-Based Learning Strategies to Improve Medical Education.Medical science educator · 2023Article
- Longitudinal Interleaved Residency Training: A Consensus Definition.Family medicine · 2023Article
- How Medical Students Apply Their Biomedical Science Knowledge to Patient Care in the Family Medicine Clerkship.Medical science educator · 2023Article
- Framework and Schema are False Synonyms: Defining Terms to Improve Learning.Perspectives on medical education · 2023Article
- Clinical Practicum Assessment for Biomedical Science Program from Graduates' Perspective.International journal of environmental research and public health · 2022Article
- The "Neurospeed" game: a fun tool to learn the neurological semiology.BMC medical education · 2022Article
- A Novel Deep Framework for English Communication Based on Educational Psychology Perspective.Frontiers in public health · 2022Article
- Health professions education scholarship: The emergence, current status, and future of a discipline in its own right.FASEB bioAdvances · 2021Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
In this article, the contributions of cognitive psychology to research and development of medical education are assessed. The cognitive psychology of learning consists of activation of prior knowledge while processing new information and elaboration on the resulting new knowledge to facilitate storing in long-term memory. This process is limited by the size of working memory. Six interventions based on cognitive theory that facilitate learning and expertise development are discussed: (1) Fostering self-explanation, (2) elaborative discussion, and (3) distributed practice; (4) help with decreasing cognitive load, (5) promoting retrieval practice, and (6) supporting interleaving practice. These interventions contribute in different measure to various instructional methods in use in medical education: problem-based learning, team-based learning, worked examples, mixed practice, serial-cue presentation, and deliberate reflection. The article concludes that systematic research into the applicability of these ideas to the practice of medical education presently is limited and should be intensified.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.