ERIC Number: EJ1277946
Record Type: Journal
Publication Date: 2020-Dec
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1382-4996
EISSN: N/A
Available Date: N/A
How Cognitive Psychology Changed the Face of Medical Education Research
Schmidt, Henk G.; Mamede, Silvia
Advances in Health Sciences Education, v25 n5 p1025-1043 Dec 2020
In this article, the contributions of cognitive psychology to research and development of medical education are assessed. The cognitive psychology of learning consists of activation of prior knowledge while processing new information and elaboration on the resulting new knowledge to facilitate storing in long-term memory. This process is limited by the size of working memory. Six interventions based on cognitive theory that facilitate learning and expertise development are discussed: (1) Fostering self-explanation, (2) elaborative discussion, and (3) distributed practice; (4) help with decreasing cognitive load, (5) promoting retrieval practice, and (6) supporting interleaving practice. These interventions contribute in different measure to various instructional methods in use in medical education: problem-based learning, team-based learning, worked examples, mixed practice, serial-cue presentation, and deliberate reflection. The article concludes that systematic research into the applicability of these ideas to the practice of medical education presently is limited and should be intensified.
Descriptors: Cognitive Psychology, Medical Education, Educational Research, Educational Change, Prior Learning, Short Term Memory, Cognitive Processes, Difficulty Level, Recall (Psychology), Learning Strategies, Problem Based Learning, Cooperative Learning, Serial Learning, Cues, Reflection
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link-springer-com.bibliotheek.ehb.be/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A