| scholarly article | Q13442814 |
| P2093 | author name string | Fariba Haghani | |
| Majid Barekatain | |||
| Sahar Ghanbari | |||
| Alireza Jamali | |||
| P2860 | cites work | Concentration: The Neural Underpinnings of How Cognitive Load Shields Against Distraction. | Q30382741 |
| Using cognitive theory to facilitate medical education | Q35147381 | ||
| Optimizing physicians' instruction of PACS through e-learning: cognitive load theory applied | Q36999744 | ||
| Cognitive load theory in health professional education: design principles and strategies | Q37676317 | ||
| Diagnostic error and clinical reasoning | Q37676318 | ||
| Twelve tips for teaching expertise in clinical reasoning | Q37895277 | ||
| Preventing information overload: cognitive load theory as an instructional framework for teaching pharmacology | Q38180154 | ||
| Stroop-like effects in a new-code learning task: A cognitive load theory perspective | Q38389944 | ||
| Twelve tips for medical curriculum design from a cognitive load theory perspective. | Q38560670 | ||
| Neurocognitive Architecture of Working Memory. | Q38602192 | ||
| Pupillary response to complex interdependent tasks: A cognitive-load theory perspective. | Q39121054 | ||
| Twelve tips for applying the science of learning to health professions education | Q39353756 | ||
| Applying cognitive load theory to medical education: construct and measurement challenges | Q41972853 | ||
| Cognitive load theory and teaching in primary care | Q42366540 | ||
| Cognitive load theory and learning medicine | Q43795337 | ||
| What can medical education learn from the neurobiology of learning? | Q44963528 | ||
| Developing the master learner: applying learning theory to the learner, the teacher, and the learning environment | Q44970165 | ||
| Combining principles of Cognitive Load Theory and diagnostic error analysis for designing job aids: Effects on motivation and diagnostic performance in a process control task | Q45763029 | ||
| Advancing the next generation of handover research and practice with cognitive load theory. | Q46018506 | ||
| Applying the science of learning to medical education | Q46224014 | ||
| Unpacking the Complexity of Patient Handoffs Through the Lens of Cognitive Load Theory | Q46444122 | ||
| In Respect to the Cognitive Load Theory: Adjusting Instructional Guidance with Student Expertise | Q47786680 | ||
| Teaching & Learning Tips 2: Cognitive load theory. | Q48318688 | ||
| Multimedia instructions and cognitive load theory: effects of modality and cueing. | Q49172520 | ||
| Measuring cognitive load. | Q49263501 | ||
| Beyond the Dedicated Education Unit: Using Cognitive Load Theory to Guide Clinical Placement. | Q50458184 | ||
| The Relationship between Learning Style Preferences and Memory Strategy use in Adults. | Q50527579 | ||
| The Application of Cognitive Load Theory to Dual-Task Simulation Training. | Q50536374 | ||
| Emotion, cognitive load and learning outcomes during simulation training. | Q50552642 | ||
| Cognitive Load Theory for the Design of Medical Simulations. | Q50578995 | ||
| Cognitive Load Theory: implications for medical education: AMEE Guide No. 86. | Q50682999 | ||
| The problem state: a cognitive bottleneck in multitasking. | Q51717525 | ||
| Twelve tips for incorporating educational theory into teaching practices. | Q51797114 | ||
| Intuition versus analysis: strategy and experience in complex everyday problem solving. | Q51890616 | ||
| Design of interactive and dynamic anatomical visualizations: the implication of cognitive load theory. | Q51988613 | ||
| Temporal pattern of emotions and cognitive load during simulation training and debriefing. | Q52567689 | ||
| Colonoscopy adenoma detection rates: Room for cognitive load theory? | Q54002407 | ||
| Cognitive load theory for training health professionals in the workplace: A BEME review of studies among diverse professions: BEME Guide No. 53 | Q57453941 | ||
| Interactive learning research: application of cognitive load theory to nursing education | Q87022385 | ||
| Evaluation of cognitive load and emotional states during multidisciplinary critical care simulation sessions | Q88403616 | ||
| Cognitive load theory: Practical implications and an important challenge | Q92759668 | ||
| Creating an engaging and stimulating anatomy lecture environment using the Cognitive Load Theory-based Lecture Model: Students' experiences | Q92759950 | ||
| P921 | main subject | cognitive neuroscience | Q1138951 |
| P304 | page(s) | 176 | |
| P577 | publication date | 2020-07-28 | |
| P1433 | published in | Journal of education and health promotion | Q27724560 |
| P1476 | title | A systematized review of cognitive load theory in health sciences education and a perspective from cognitive neuroscience | |
| P478 | volume | 9 |
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