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Academic attainment in international medical students might be optimised by educating them about cognitive load theory.通过向国际医学生传授认知负荷理论，或许可以优化他们的学业成绩。
Int J Med Educ. 2022 Apr 5;13:90-91. doi: 10.5116/ijme.6238.4dfd.
2
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Cognitive load imposed by ultrasound-facilitated teaching does not adversely affect gross anatomy learning outcomes.超声辅助教学所带来的认知负荷不会对大体解剖学的学习成果产生不利影响。
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Educating medical students about death and dying.向医学生传授关于死亡和临终的知识。
Arch Dis Child. 1989 May;64(5):750-3. doi: 10.1136/adc.64.5.750.
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Evaluating an obstetrics and gynecology teaching program for medical students incorporating simulation-based education underpinned by cognitive load theory.评估一项面向医学生的妇产科教学计划，该计划纳入了以认知负荷理论为基础的模拟教学法。
Front Med (Lausanne). 2024 Mar 25;11:1304417. doi: 10.3389/fmed.2024.1304417. eCollection 2024.

本文引用的文献

1
Cognitive load theory and differential attainment.
BMJ. 2020 Mar 12;368:m965. doi: 10.1136/bmj.m965.
2
Taking the difference out of attainment.消除成就差距。
BMJ. 2020 Feb 12;368:m438. doi: 10.1136/bmj.m438.
3
Differential attainment in medical education and training.医学教育与培训中的差异成就。
BMJ. 2020 Feb 11;368:m339. doi: 10.1136/bmj.m339.
4
Variables associated with achievement in higher education: A systematic review of meta-analyses.与高等教育成就相关的变量：元分析的系统综述。
Psychol Bull. 2017 Jun;143(6):565-600. doi: 10.1037/bul0000098. Epub 2017 Mar 23.
5
The mediators of minority ethnic underperformance in final medical school examinations.少数民族在医学期末考试中表现不佳的中介因素。
Br J Educ Psychol. 2013 Mar;83(Pt 1):135-59. doi: 10.1111/j.2044-8279.2011.02060.x. Epub 2011 Dec 22.

Academic attainment in international medical students might be optimised by educating them about cognitive load theory.

作者信息

Atiomo William, Mbaki Yvonne, Bhardwaj Kartikeya, Hagan Pamela

机构信息

College of Medicine, Mohamed Bin Rashid University (MBRU), Dubai, UAE.

School of Medicine, University of Nottingham, Nottingham, UK.

出版信息

Int J Med Educ. 2022 Apr 5;13:90-91. doi: 10.5116/ijme.6238.4dfd.

DOI:10.5116/ijme.6238.4dfd
PMID:35383573
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC9017506/
Abstract
摘要