How Cognitive Psychology Changed the Face of Medical Education Research

Autor/inn/en	Schmidt, Henk G.; Mamede, Silvia
Titel	How Cognitive Psychology Changed the Face of Medical Education Research
Quelle	In: Advances in Health Sciences Education, 25 (2020) 5, S.1025-1043 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schmidt, Henk G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-020-10011-0
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Kognitive Psychologie; Medizinische Ausbildung; Bildungsforschung; Pädagogische Forschung; Bildungsreform; Vorkenntnisse; Kurzzeitgedächtnis; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Abberufung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Problem-based learning; Problemorientiertes Lernen; Kooperatives Lernen; Serielles Lernen; Stichwort
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01