Abstract
There is increasing pressure to accelerate health professions education programs and educators have the challenge of ensuring that students can effectively transfer their learning into clinical practice. In this personal view, we discuss how insights from cognitive science can inform the redesign of current curricula and highlight the challenge of implementing these new approaches for instructional design and assessment. We also recommend that educators disseminate the important lessons learned from their endeavors.
Authors’ contributions
All authors have written, read and approved the manuscript.
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No potential conflict of interest was reported by the author(s).
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Notes on contributors
Dario Cecilio-Fernandes
Dario Cecilio-Fernandes, M.Sc, Ph.D., AFAMEE, is a researcher in the Department of Medical Psychology and Psychiatry, School of Medical Sciences, University of Campinas and has a research interest in assessment, skill acquisition and clinical reasoning.
Naomi Steenhof
Naomi Steenhof, BScPhm, MSc, PhD, is an Assistant Professor, Teaching Stream at the Leslie Dan Faculty of Pharmacy at the University of Toronto and has a research interest in instructional design, transfer, and expertise development.
John Sandars
John Sandars, MB ChB, MSc, MD, is Professor of Medical Education in the Health Research Institute at Edge Hill University and has a research and development interest in the use of self-regulated learning theory for performance improvement of individuals.