Citations (41)
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Grace Medalyn T Castro, William D Taala, Jefferson G Guerrero, Niela S Rosales, Rino S De Sagun, Rock P Cordero, Rolven N Ciriaco & Rayson G Javines. (2022) Nursing Educators’ and Students’ Perspectives Regarding Online Learning During the Pandemic in Saudi Arabia. Nursing: Research and Reviews 12, pages 77-84.
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Jody S. Piro & Catherine O’Callaghan. (2021) Traveling through the liminal: mixed reality simulations in educational leadership preparation. International Journal of Leadership in Education 24:4, pages 458-490.
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Justin L. Sewell, Lauren A. Maggio, Olle ten Cate, Tamara van Gog, John Q. Young & Patricia S. O’Sullivan. (2019) Cognitive load theory for training health professionals in the workplace: A BEME review of studies among diverse professions: BEME Guide No. 53 . Medical Teacher 41:3, pages 256-270.
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Hesham F. Marei, Jeroen Donkers, Mohamed M. Al-Eraky & Jeroen J. G. Van Merrienboer. (2019) Collaborative use of virtual patients after a lecture enhances learning with minimal investment of cognitive load. Medical Teacher 41:3, pages 332-339.
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Kristin Fraser & Kevin McLaughlin. (2019) Temporal pattern of emotions and cognitive load during simulation training and debriefing. Medical Teacher 41:2, pages 184-189.
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Claudia Behrens, Diana H. J. M. Dolmans, Jimmie Leppink, Gerard J. Gormley & Erik W. Driessen. (2018) Ward round simulation in final year medical students: Does it promote students learning?. Medical Teacher 40:2, pages 199-204.
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Articles from other publishers (35)
William Atiomo, Farah Ennab, Adrian Stanley & Mutairu Ezimokhai. (2024) Evaluating an obstetrics and gynecology teaching program for medical students incorporating simulation-based education underpinned by cognitive load theory. Frontiers in Medicine 11.
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Marie‐Laurence Tremblay. (2023) Embracing emotional disparities between simulation and real‐life practice. Medical Education 57:12, pages 1179-1181.
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Marie-Laurence Tremblay, Alexandre Lafleur, Peter Dieckmann, Jan-Joost Rethans & Diana Dolmans. (2023) Collaboration Scripts or Checklists to Engage Novice Observers in Immersive Simulation?. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare 18:6, pages 375-381.
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Katie T. Cole, Russ Branch & Yin Li. (2023) Reducing Nurse Anesthesia Student Anxiety by Aligning a University-Based Simulation Program With Best Practices: A Quality Improvement Project. Clinical Simulation in Nursing 85, pages 101469.
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Gilmar Gutierrez, Isis Olivia Lunsky, Shyan Van Heer, Adam Szulewski & Timothy Chaplin. (2023) Cognitive load theory in action: e-learning modules improve performance in simulation-based education. A pilot study. Canadian Journal of Emergency Medicine 25:11, pages 893-901.
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Qiwei Wu, Pingting Zhu, Qiaoying Ji, Guanghui Shi, Meiyan Qian, HuiWen Xu, Xinyue Gu, Wen Wang & Qianqian Zhang. (2023) The effect of death education course utilizing constructivist learning theory on first grade undergraduate nursing student attitudes and coping abilities towards death: A mixed study design. Nurse Education Today 126, pages 105809.
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Callum Gin, Jorge Reyna, Santosh Khanal & Rahul Chakrabarti. (2023) Trainee attitudes towards virtual reality simulation to develop microsurgical skills in ophthalmology. International Journal of Healthcare Simulation.
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Alexandra Lapierre, Patrick Lavoie, Véronique Castonguay, Ann-Marie Lonergan & Caroline Arbour. (2023) The influence of the simulation environment on teamwork and cognitive load in novice trauma professionals at the emergency department: Piloting a randomized controlled trial. International Emergency Nursing 67, pages 101261.
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Marie‐Laurence Tremblay, Jan‐Joost Rethans & Diana Dolmans. (2022) Task complexity and cognitive load in simulation‐based education: A randomised trial. Medical Education 57:2, pages 161-169.
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John P. Gerstenberger, Lara Hayes, Candace J. Chow & Sonja Raaum. (2023) Medical Student Experiential Learning in Telesimulation. Journal of Medical Education and Curricular Development 10.
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Isabelle Burnier, Frédéric Launay, Mickaël Duveau & Marjolaine Gosset. (2023) Formalisation de la scénarisation d’un dispositif de formation avec patients simulés : la méthode SIMPS (Sujets/Instructions au candidat/Mesures/Patient/Support technique). Pédagogie Médicale 24:2, pages 103-113.
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Vicki R. LeBlanc & Glenn D. Posner. (2022) Emotions in simulation-based education: friends or foes of learning?. Advances in Simulation 7:1.
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Alexandra Lapierre, Caroline Arbour, Marc-André Maheu-Cadotte, Billy Vinette, Guillaume Fontaine & Patrick Lavoie. (2022) Association between Clinical Simulation Design Features and Novice Healthcare Professionals’ Cognitive Load: A Systematic Review and Meta-Analysis. Simulation & Gaming 53:5, pages 538-563.
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Anine Madsgaard, Hilde Smith‐Strøm, Irene Hunskår & Kari Røykenes. (2021) A rollercoaster of emotions: An integrative review of emotions and its impact on health professional students' learning in simulation‐based education. Nursing Open 9:1, pages 108-121.
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Claudia C. Behrens, Erik W. Driessen, Diana H. Dolmans & Gerard J. Gormley. (2021) ‘A roller coaster of emotions’: a phenomenological study on medical students lived experiences of emotions in complex simulation. Advances in Simulation 6:1.
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John Q. Young, Krima Thakker, Majnu John, Karen Friedman, Rebekah Sugarman, Jeroen J. G. van Merriënboer, Justin L. Sewell & Patricia S. O’Sullivan. (2021) Exploring the relationship between emotion and cognitive load types during patient handovers. Advances in Health Sciences Education 26:5, pages 1463-1489.
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Elizabeth B. Cloude, Franz Wortha, Daryn A. Dever & Roger Azevedo. (2021) Negative emotional dynamics shape cognition and performance with MetaTutor: Toward building affect-aware systems. Negative emotional dynamics shape cognition and performance with MetaTutor: Toward building affect-aware systems.
Nourhan F. Wasfy, Rabab Abdel Raoof Abed, Enas Mohamed Gouda, Mona Sayed Ghaly & Yasser Mohamed El-Wazir. (2021) EFFECTIVENESS OF INSTRUCTIONAL DESIGN FRAMEWORK BASED ON COGNITIVE LOAD THEORY FOR CLINICAL SKILLS TRAINING. Advanced Education 8:18, pages 102-108.
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Cheryl Regehr & Arija Birze. (2020) Use of Simulation Methods in Social Work Research on Clinical Decision-Making. Clinical Social Work Journal 49:2, pages 244-255.
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Ana Paula Madalena da Silva, Juliana Coelho Pina, Patrícia Kuerten Rocha, Jane Cristina Anders, Ana Izabel Jatobá de Souza & Aline Cristiane Cavicchioli Okido. (2020) TRAINING OF CAREGIVERS OF CHILDREN WITH SPECIAL HEALTHCARE NEEDS: SIMULATION CONTRIBUTIONS. Texto & Contexto - Enfermagem 29.
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Claudia C. Behrens, Diana H. Dolmans, Gerard J. Gormley & Erik W. Driessen. (2019) Exploring undergraduate students achievement emotions during ward round simulation: a mixed-method study. BMC Medical Education 19:1.
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Diana H. J. M. Dolmans. (2019) How theory and design-based research can mature PBL practice and research. Advances in Health Sciences Education 24:5, pages 879-891.
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Jay Olson, Jim Rinehart, Jacqueline Jordan Spiegel & Layla Al-Nakkash. (2019) Student perception on the integration of simulation experiences into human physiology curricula. Advances in Physiology Education 43:3, pages 332-338.
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Marie‐Laurence Tremblay, Jimmie Leppink, Gilles Leclerc, Jan‐Joost Rethans & Diana H J M Dolmans. (2018) Simulation‐based education for novices: complex learning tasks promote reflective practice. Medical Education 53:4, pages 380-389.
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Marie-Laurence Tremblay. (2018) Simulation-based Crisis Resource Management in Pharmacy Education. American Journal of Pharmaceutical Education 82:6, pages 6531.
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Raquel Cerdan, Carmen Candel & Jimmie Leppink. (2018) Cognitive Load and Learning in the Study of Multiple Documents. Frontiers in Education 3.
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Sara Aldekhyl, Rodrigo B. Cavalcanti & Laura M. Naismith. (2018) Cognitive load predicts point-of-care ultrasound simulator performance. Perspectives on Medical Education 7:1, pages 23-32.
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Jimmie Leppink. (2017) Managing the Load on a Learner’s Mind: a Cognitive Load Theory Perspective. Medical Science Educator 27:S1, pages 5-7.
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Jimmie Leppink. (2017) Cognitive load theory: Practical implications and an important challenge. Journal of Taibah University Medical Sciences 12:5, pages 385-391.
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