Using cognitive load theory to evaluate and improve preparatory materials and study time for the flipped classroom

BACKGROUND: Preclinical medical education is content-dense and time-constrained. Flipped classroom approaches promote durable learning, but challenges with unsatisfactory student preparation and high workload remain. Cognitive load theory defines instructional design as “efficient” if learners can m...

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Detalles Bibliográficos
Autores principales: Fischer, Krisztina, Sullivan, Amy M., Cohen, Amy P., King, Randall W., Cockrill, Barbara A., Besche, Henrike C.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2023
Materias:
Research
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10193725/
https://www.ncbi.nlm.nih.gov/pubmed/37198639
http://dx.doi.org/10.1186/s12909-023-04325-x

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10193725/
https://www.ncbi.nlm.nih.gov/pubmed/37198639
http://dx.doi.org/10.1186/s12909-023-04325-x

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