Applying the science of learning to medical education.
Objective: The goal of this paper is to examine how to apply the science of learning to medical education. Science of Learning: The science of learning is the scientific study of how people learn. Multimedia learning - learning from words and pictures - is particularly relevant to medical education....
| Publicado en: | Medical Education Vol. 44; no. 6; pp. 543 - 550 |
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| Formato: | tables/charts Journal Article |
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Wiley-Blackwell
Jun2010
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105207855&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105207855 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 03080110 ESF jtl: Medical Education issn: 03080110 maglogo: Y pubinfo: dt: Jun2010 vid: 44 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105207855 2010664191 10.1111/j.1365-2923.2010.03624.x NLM20604850 105207855 ppf: 543 ppct: 7 formats: fmt: @attributes: type: P tig: atl: Applying the science of learning to medical education. aug: au: Mayer RE affil: Department of Psychology, University of California, Santa Barbara, CA 93106, USA; mayer@psych.ucsb.edu sug: subj: Education, Medical Trends Learning Methods Theory Cognition Multimedia Utilization ab: Objective: The goal of this paper is to examine how to apply the science of learning to medical education. Science of Learning: The science of learning is the scientific study of how people learn. Multimedia learning - learning from words and pictures - is particularly relevant to medical education. The cognitive theory of multimedia learning is an information-processing explanation of how people learn from words and pictures. It is based on the idea that people have separate channels for processing words and pictures, that the capacity to process information in working memory is limited, and that meaningful learning requires appropriate cognitive processing during learning. Science of Instruction: The science of instruction is the scientific study of how to help people learn. Three important instructional goals are: to reduce extraneous processing (cognitive processing that does not serve an instructional objective) during learning; to manage essential processing (cognitive processing aimed at representing the essential material in working memory) during learning, and to foster generative processing (cognitive processing aimed at making sense of the material) during learning. Nine evidence-based principles for accomplishing these goals are presented. Conclusions: Applying the science of learning to medical education can be a fruitful venture that improves medical instruction and cognitive theory. pubtype: Academic Journal doctype: tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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