Context The effective implementation of cognitive load theory (CLT) to optimise the instructional design simulation-based training requires sensitive and reliable measures load. This mixed-methods study assessed relationships between commonly used total extent which these reflected participants' experiences in procedural skills training. Methods Two groups medical residents (n = 38) completed three questionnaires after participating sessions: Paas Cognitive Load Scale; NASA Task Index (TLX),...

Introduction The ability to maintain good performance with low cognitive load is an important marker of expertise. Incorporating measurements in the context simulation training may help inform judgements competence. This exploratory study investigated relationships between demographic markers expertise, measures, and simulator point-of-care ultrasonography.
 Methods Twenty-nine medical trainees clinicians at University Toronto a range clinical ultrasound experience were recruited....

To be effective in higher education, text messaging must effectively integrated into both the student and staff experience. These user groups provided input design of StudyLink, an email to message service. A small-scale trial was conducted over a period two academic terms investigate feasibility using this system real educational setting. Students reported high satisfaction with quantity content messages tutors changes behaviour that were directly attributable use messaging. Administrative...

Abstract This paper investigates the potential of a wiki (FlexWiki) to support collaborative authoring web resources in authentic coursework by two different sets education students at stages their professional development. Research questions included: (1) how selected could be blended with curriculum activities and existing technologies complete tasks; (2) student tutor expectations concerning learning whether these were met; (3) barriers enablers using perceptions task‐technology fit. Key...

Background. Identifying which patients are most likely to be at risk of chronic pain and other postconcussion symptoms following mild traumatic brain injury (MTBI) is a difficult clinical challenge. Objectives. To examine the relationship between catastrophizing, defined as exaggerated negative appraisal experience, early MTBI outcome. Methods. This cross-sectional design included 58 diagnosed with MTBI. In addition medical chart review, were assessed by self-report 1 month (Time 1) 8 weeks...

Technology-rich learning environments (TREs) provide opportunities for learners to engage in complex interactions involving a multitude of cognitive, metacognitive, and affective states. Understanding learners’ distinct progressions TREs demand inquiry approaches that employ well-conceived theoretical accounts these multiple facets. The present study investigated with BioWorld, TRE developed guide students’ clinical reasoning through diagnoses simulated patients. We applied person-oriented...

Introduction Simulation has been identified as a key training modality to enhance interprofessional care for patients with co-occurring physical and mental illnesses. Fidelity is an important instructional design consideration simulation; however, research examining the contribution of physical, psychological, sociological fidelity in achieving learning outcomes remains limited. This qualitative study explored relationship between from perspective simulation course participants. Methods...

This study aimed to identify misconceptions in medical student knowledge by mining user interactions the MedU online learning environment. Data from 13000 attempts at a single virtual patient case were extracted MySQL database. A subgroup discovery method was applied patterns learner-generated annotations and responses multiple-choice items on diagnosis management of acute myocardial infarction (i.e., heart attack). First, algorithm generated rules where terms learner used predict incorrect...

Theory-based instructional design is a top priority in medical education. The goal of this Show and Tell article to present our theory-driven approach the instruction for clinical educators. We adopted cognitive load theory as framework evaluate series professional development workshops that were delivered at local, national international academic conferences 2014. used two rating scales measure participants' load. Participants also provided narrative comments how could be improved....