Just enough, but not too much interactivity leads to better clinical skills performance after a computer assisted learning module.
Background: Well-designed computer-assisted instruction (CAI) can potentially transform medical education. Yet little is known about whether specific design features such as direct manipulation of the content yield meaningful gains in clinical learning. We designed three versions of a multimedia mod...
| Publicado en: | Medical Teacher Vol. 34; no. 10; pp. 833 - 840 |
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| Autores principales: | , , , , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Oct2012
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| Acceso en línea: | Ver este registro en EBSCOhost |