Online learning in Health Professions Education. Part 1: Teaching and learning in online environments: AMEE Guide No. 161

References

• 2022 EDUCAUSE Horizon Report. 2022. Teaching and learning edition; [accessed 2022 May 31]. https://library.educause.edu/resources/2022/4/2022-educause-horizon-report-teaching-and-learning-edition.
   Google Scholar
• About Universal Design for Learning. 2022. CAST [Internet]. [accessed 2022 Apr 22]. https://www.cast.org/impact/universal-design-for-learning-udl
   Google Scholar
• Ableser J, Moore C. 2018. Universal design for learning and digital accessibility: compatible partners or a conflicted marriage? https://er.educause.edu/articles/2018/9/universal-design-for-learning-and-digital-accessibility-compatible-partners-or-a-conflicted-marriage
   Google Scholar
• Bajpai S, Semwal M, Bajpai R, Car J, Ho AHY. 2019. Health professions’ digital education: review of learning theories in randomized controlled trials by the Digital Health Education Collaboration. J Med Internet Res. 21(3):e12912.
   PubMed Web of Science ®Google Scholar
• Bates AW (Tony). 2015. Security and privacy. In: Teaching in the digital age [Internet]. Victoria BC: BCcampus; [accessed 2022 Jul 25]. https://opentextbc.ca/teachinginadigitalage/chapter/9-9-the-sections-model-speed-and-security/
   Google Scholar
• Beatty BJ. 2019. Hybrid-flexible course design. EdTech Books. https://edtechbooks.org/hyflex
   Google Scholar
• Berwick DM. 2003. Disseminating innovations in health care. JAMA. 289(15):1969–1975.
   PubMed Web of Science ®Google Scholar
• Bloom BS, Engelhart MD, Furst EJ, Hill WH, Krathwohl DR. 1956. Taxonomy of educational objectives: the classification of educational goals. Handbook I: cognitive domain. London: Longman Green & Co.
   Google Scholar
• Bond M, Buntins K, Bedenlier S, Zawacki-Richter O, Kerres M. 2020. Mapping research in student engagement and educational technology in higher education: a systematic evidence map. Int J Educ Technol High Educ. 17(1):1–30.
   Web of Science ®Google Scholar
• Brockfeld T, Müller B, de Laffolie J. 2018. Video versus live lecture courses: a comparative evaluation of lecture types and results. Med Educ Online. 23(1):1555434.
   PubMedGoogle Scholar
• Butz NT, Stupnisky RH. 2016. A mixed methods study of graduate students’ self-determined motivation in synchronous hybrid learning environments. Internet High Educ. 28:85–95.
   Web of Science ®Google Scholar
• Castañeda L, Selwyn N. 2018. More than tools? Making sense of the ongoing digitizations of higher education. Int J Educ Technol High Educ. 15(1):1–10.
   Google Scholar
• Castelli FR, Sarvary MA. 2021. Why students do not turn on their video cameras during online classes and an equitable and inclusive plan to encourage them to do so. Ecol Evol. 11(8):3565–3576.
   PubMed Web of Science ®Google Scholar
• Cervero RM, Gaines JK. 2015. The impact of CME on physician performance and patient health outcomes: an updated synthesis of systematic reviews. J Contin Educ Health Prof. 35(2):131–138.
   PubMed Web of Science ®Google Scholar
• Chan TM, Gottlieb M, Sherbino J, Cooney R, Boysen-Osborn M, Swaminathan A, Ankel F, Yarris LM. 2018. The ALiEM faculty incubator: a novel online approach to faculty development in education scholarship. Acad Med. 93(10):1497–1502.
   PubMed Web of Science ®Google Scholar
• Chang T P, Pham P K, Sobolewski B, Doughty CB, Jamal N, Kwan KY, Little K, Brenkert T E, Mathison DJ. 2014. Pediatric Emergency Medicine Asynchronous E-learning: A Multicenter Randomized Controlled Solomon Four-group Study. Academic Emergency Medicine. 21(8):912–919. https://doi.org/10.1111/acem.12434
   Google Scholar
• Chen BY, Kern DE, Kearns RM, Thomas PA, Hughes MT, Tackett S. 2019. From modules to MOOCs: application of the six-step approach to online curriculum development for medical education. Acad Med. 94(5):678–685.
   PubMed Web of Science ®Google Scholar
• Concepts and Terminology for Integrating In-Person and Online Learning.2022. Continuous Professional Learning, School of Medicine, University of New Mexico, Albuquerque, NM, USA; [accessed 2022 Mar 6]. https://vimeo.com/674980451
   Google Scholar
• Cook DA, Levinson AJ, Garside S, Dupras DM, Erwin PJ, Montori VM. 2008. Internet-based learning in the health professions: a meta-analysis. JAMA. 300(10):1181–1196.
   PubMed Web of Science ®Google Scholar
• Cook DA, Levinson AJ, Garside S, Dupras DM, Erwin PJ, Montori VM. 2010. Instructional design variations in internet-based learning for health professions education: a systematic review and meta-analysis. Acad Med J Assoc Am Med Coll. 85(5):909–922.
   Google Scholar
• Cook DA, Stephenson CR, Wilkinson JM, Maloney S, Baasch Thomas BL, Prokop LJ, Foo J. 2021. Costs and economic impacts of physician continuous professional development: a systematic scoping review. Acad Med. 97(1):152–161.
   Web of Science ®Google Scholar
• Daniel M, Gordon M, Patricio M, Hider A, Pawlik C, Bhagdev R, Ahmad S, Alston S, Park S, Pawlikowska T, et al. 2021. An update on developments in medical education in response to the COVID-19 pandemic: a BEME scoping review: BEME Guide No. 64. Med Teach. 43(3):253–271.
   PubMed Web of Science ®Google Scholar
• Demiroz E. 2016. Principles of instructional design for E-learning and online learning practices: implications for medical education. In: Wang Victor CX, editor. Handbook of research on advancing health education through technology. Hershey (PA): IGI Global; p. 419–451.
   Google Scholar
• Dennick R, Wilkinson S, Purcell N. 2009. Online eAssessment: AMEE Guide No. 39. Med Teach. 31(3):192–206.
   PubMed Web of Science ®Google Scholar
• de Oliveira Kubrusly Sobral JB, Lima DLF, Lima Rocha HA, de Brito ES, Duarte LHG, Bento LBBB, Kubrusly M. 2022. Active methodologies association with online learning fatigue among medical students. BMC Med Educ. 22(1):74.
   PubMedGoogle Scholar
• DETA. 2019. No significant difference. National Research Center for Distance Education and Technological Advancements (DETA). https://detaresearch.org/research-support/no-significant-difference/.
   Google Scholar
• Downes S. 2010. New technology supporting informal learning. J Emerg Technol Web Intell. 2(1):27–33.
   Google Scholar
• Ellaway R, Masters K. 2008. AMEE Guide 32: e-Learning in medical education. Part 1: learning, teaching and assessment. Med Teach. 30(5):455–473.
   PubMed Web of Science ®Google Scholar
• Ellaway RH, Coral J, Topps D, Topps M. 2015. Exploring digital professionalism. Med Teach. 37(9):844–849.
   PubMed Web of Science ®Google Scholar
• Ellaway RH, Fink P, Graves L, Campbell A. 2014a. Left to their own devices: medical learners’ use of mobile technologies. Med Teach. 36(2):130–138.
   PubMed Web of Science ®Google Scholar
• Ellaway RH, Pusic M, Yavner S, Kalet AL. 2014b. Context matters: emergent variability in an effectiveness trial of online teaching modules. Med Educ. 48(4):386–396.
   PubMed Web of Science ®Google Scholar
• Emanuel EJ. 2020. The inevitable reimagining of medical education. JAMA. 323(12):1127–1128.
   PubMed Web of Science ®Google Scholar
• Equity, Diversity, and Inclusivity (EDI). 2022. University of Alberta Centre for Teaching and Learning [Internet]. [accessed 2022 Sep 12]. https://www.ualberta.ca/centre-for-teaching-andlearning/teaching-support/preparation/edi.html
   Google Scholar
• Fawns T, Jones D, Aitken G. 2020. Challenging assumptions about “moving online” in response to COVID-19, and some practical advice. MedEdPublish. 9(1):1–8.
   PubMedGoogle Scholar
• Gachanja F, Mwangi N, Gicheru W. 2021. E-learning in medical education during COVID-19 pandemic: experiences of a research course at Kenya Medical Training College. BMC Med Educ. 21(1):612.
   PubMed Web of Science ®Google Scholar
• Garrison DR, Anderson T, Archer W. 1999. Critical inquiry in a text-based environment: computer conferencing in higher education. Internet High Educ. 2(2):87–105.
   Google Scholar
• Gartner Hype Cycle Research Methodology. 2022. Gartner. https://www.gartner.com/en/research/methodologies/gartner-hype-cycle
   Google Scholar
• Ghanbarzadeh R, Ghapanchi AH, Blumenstein M, Talaei-Khoei A. 2014. A decade of research on the use of three-dimensional virtual worlds in health care: a systematic literature review. J Med Internet Res. 16(2):e3097.
   Web of Science ®Google Scholar
• Gillingham M, Molinari C. 2012. Online courses: student preferences survey. Internet Learn. 1:36–45.
   Google Scholar
• Gobeil-Proulx J. 2019. What do university students think about hybrid-flexible, or HyFlex courses? Int J Technol High Educ. 16(1):56–67.
   Web of Science ®Google Scholar
• Grech V. 2018. The application of the Mayer multimedia learning theory to medical PowerPoint slide show presentations. J Vis Commun Med. 41(1):36–41.
   PubMed Web of Science ®Google Scholar
• Greenwald G. 2014. Glenn Greenwald: Why privacy matters. TED Global [Internet]. [accessed 2022 Jul 25]. https://www.ted.com/talks/glenn_greenwald_why_privacy_matters
   Google Scholar
• Harris HS, Martin E. 2012. Student Motivations for Choosing Online Classes. ij-sotl [Internet]. [accessed 2022 Jul 10] 6(2). https://doi.org/10.20429/ijsotl.2012.060211
   Google Scholar
• Händel M, Bedenlier S, Kopp B, Gläser-Zikuda M, Kammerl R, Ziegler A. 2022. The webcam and student engagement in synchronous online learning: visually or verbally? Educ Inf Technol. 27:1–24.
   PubMed Web of Science ®Google Scholar
• He L, Yang N, Xu L, Ping F, Li W, Sun Q, Li Y, Zhu H, Zhang H. 2021. Synchronous distance education vs traditional education for health science students: a systematic review and meta-analysis. Med Educ. 55(3):293–308.
   PubMed Web of Science ®Google Scholar
• Hew KF, Lan M, Tang Y, Jia C, Lo CK. 2019. Where is the “theory” within the field of educational technology research? Br J Educ Technol. 50(3):956–971.
   Web of Science ®Google Scholar
• Hodges C, Moore S, Lockee B, Trust T, Bond A. 2020. The difference between emergency remote teaching and online learning. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning.
   Google Scholar
• Holland S. 2022. Dual delivery. Melbourne School of Design. https://msd.unimelb.edu.au/belt/quality/pedagogy/online-teaching/b/dual-delivery
   Google Scholar
• Hyder K, Kwinn A, Miazga R, Murray M. 2007. The elearning guild’s handbook on synchronous e-learning (Brandon B, editor). Santa Rosa, CA: The eLearning Guild. https://www.learningguild.com/pdf/4/synchronousbook.pdf
   Google Scholar
• Iorio-Morin C, Brisebois S, Becotte A, Mior F. 2017. Improving the pedagogical effectiveness of medical videos. J Vis Commun Med. 40(3):96–100.
   PubMed Web of Science ®Google Scholar
• Jeffries PR, Bushardt RL, DuBose-Morris R, Hood C, Kardong-Edgren S, Pintz C, Posey L, Sikka N. 2022. The role of technology in health professions education during the COVID-19 pandemic. Acad Med. 97(3S):S104–S109.
   PubMed Web of Science ®Google Scholar
• Jiang LG, Greenwald PW, Alfonzo MJ, Torres-Lavoro J, Garg M, Munir Akrabi A, Sylvanus E, Suleman S, Sundararajan R. 2021. An international virtual classroom: the emergency department experience at Weill Cornell Medicine and Weill Bugando Medical Center in Tanzania. Glob Health Sci Pract. 9(3):690–697.
   PubMed Web of Science ®Google Scholar
• Kempenaar A, Liang J, MacNeill H. 2021. A New World of Residency Education: game Changers and Proven Practices – 2021 Virtual International Conference on Residency Education Conference Abstracts. Can Med Educ J. 12:213.
   Google Scholar
• Khan RA, Atta K, Sajjad M, Jawaid M. 2021. Twelve tips to enhance student engagement in synchronous online teaching and learning. Med Teach. 44(6):1–6.
   Web of Science ®Google Scholar
• Kimmons R, Graham C, West R. 2020. The PICRAT model for technology integration in teacher preparation. Contemp Issues Technol Teach Educ. 20(1):176–198.
   Google Scholar
• Kuhlman PD, Williams D, Russell G, Amornmarn A, Harbaugh J, Woods R, Lycan TW. 2021. Just-in-Time Teaching (JiTT) screencasts: a randomized controlled trial of asynchronous learning on an inpatient hematology-oncology teaching service. J Cancer Educ. 37:1–8.
   Web of Science ®Google Scholar
• Laforune A-M, Lakhal S. 2019. Differences in students’ perceptions of the community of inquiry in a blended synchronous delivery mode. Can J Learn Technol. 45(3):1–19.
   Google Scholar
• Lakhal S, Mukamurera J, Bédard M-E, Heilporn G, Chauret M. 2021. Students and instructors perspective on blended synchronous learning in a Canadian graduate program. J Comput Assist Learn. 37(5):1383–1396.
   Web of Science ®Google Scholar
• Lin B, Hsieh C. 2001. Web-based teaching and learner control: a research review. Comput Educ. 37(3):377–386.
   Web of Science ®Google Scholar
• Liu Q, Peng W, Zhang F, Hu R, Li Y, Yan W. 2016. The effectiveness of blended learning in health professions: systematic review and meta-analysis. J Med Internet Res. 18(1):e2.
   PubMed Web of Science ®Google Scholar
• MacNeill H, Reeves S, Hanna E, Rankin S. 2010. The community of inquiry framework: a pertinent theory of online interprofessional education? In: Bromage A, Clouder L, Thistlethwaite J, Gordon F, editors. Interprofessional E-learning and collaborative work: practices and technologies. Hershey (PA): IGI Global. p. 75–89.
   Google Scholar
• MacNeill H. 2020. Synchronous teaching and learning – YouTube. Synchronous live online teaching and learning. https://www.youtube.com/channel/UCi9227-d5zKPRf9ubOQTgWg
   Google Scholar
• MacNeill H, Telner D, Sparaggis-Agaliotis A, Hanna E. 2014. All for one and one for all: understanding health professionals’ experience in individual versus collaborative online learning. J Contin Educ Health Prof. 34(2):102–111.
   PubMed Web of Science ®Google Scholar
• Maheshwari S, Jain P, Ligon BL, Thammasitboon S. 2021. Twelve tips for creating and supporting a meaningful asynchronous learning as parts of virtual transition of a curriculum. Med Ed Publ. 10:111.
   Google Scholar
• Malczyk BR. 2019. Introducing social work to HyFlex blended learning: a student-centered approach. J Teach Soc Work. 39(4–5):414–428.
   Web of Science ®Google Scholar
• Masters K. 2011. A brief guide to understanding MOOCs. Internet J Med Educ. 1:2.
   Google Scholar
• Masters K. 2020. Ethics in medical education digital scholarship: AMEE Guide No. 134. Med Teach. 42(3):252–265.
   PubMed Web of Science ®Google Scholar
• Masters K, Ellaway R. 2008. e-Learning in Medical Education Guide 32. Part 2: technology, management and design. Med Teach. 30(5):474–489.
   PubMed Web of Science ®Google Scholar
• Masters K, Taylor D, Loda T, Herrmann-Werner A. 2022. AMEE Guide to ethical teaching in online medical education: AMEE Guide No. 146. Med Teach. 44(11):1194–1208.
   PubMed Web of Science ®Google Scholar
• Mayer RE. 2010. Applying the science of learning to medical education. Med Educ. 44(6):543–549.
   PubMed Web of Science ®Google Scholar
• Mayer RE. 2014. Cognitive theory of multimedia learning. In: Mayer R, editor. Cambridge handbook of multimedia learning. 2nd ed. Cambridge: Cambridge University Press; p. 43–71.
   Google Scholar
• Mohr S, Shelton K. 2017. Online faculty professional development framework [internet]. Boston, USA: Online Learning Consortium; [accessed 2022 Dec 16]. https://onlinelearningconsortium.org/read/online-faculty-professional-development-framework/
   Google Scholar
• Naciri A, Radid M, Kharbach A, Chemsi G. 2021. E-learning in health professions education during the COVID-19 pandemic: a systematic review. J Educ Eval Health Prof. 18:27.
   PubMed Web of Science ®Google Scholar
• Nguyen T. 2015. The effectiveness of online learning: beyond no significant difference and future horizons. MERLOT J Online Teach Learn. 11:309–319.
   Google Scholar
• Nguyen T, Netto CLM, Wilkins JF, Bröker P, Vargas EE, Sealfon CD, Puthipiroj P, Li KS, Bowler JE, Hinson HR, et al. 2021. Insights into students’ experiences and perceptions of remote learning methods: from the COVID-19 pandemic to best practice for the future. Front Educ. 6:647986.
   Google Scholar
• Nunneley CE, Fishman M, Sundheim KM, Korus RE, Rosen RH, Streater BA, O’Donnell KA, Newman LR, Marcus CH. 2021. Leading synchronous virtual teaching sessions. Clin Teach. 18(3):231–235.
   PubMed Web of Science ®Google Scholar
• O’Doherty D, Dromey M, Lougheed J, Hannigan A, Last J, McGrath D. 2018. Barriers and solutions to online learning in medical education – an integrative review. BMC Med Educ. 18(1):130.
   PubMed Web of Science ®Google Scholar
• Oducado RMF, Dequilla MACV, Villaruz JF. 2022. Factors predicting videoconferencing fatigue among higher education faculty. Educ Inf Technol. 27:1–12.
   PubMed Web of Science ®Google Scholar
• Orner D, Conlon K, Affa M, Fornari A. 2022. Just in Time Teaching (JiTT) infographics app for teacher development. J Grad Med Educ. 14(3):344–345.
   PubMedGoogle Scholar
• Palmer RH, Moulton MK, Stone RH, Lavender DL, Fulford M, Phillips BB. 2022. The impact of synchronous hybrid instruction on students’ engagement in a pharmacotherapy course. Pharm Pract. 20(1):2611.
   PubMed Web of Science ®Google Scholar
• Pei L, Wu H. 2019. Does online learning work better than offline learning in undergraduate medical education? A systematic review and meta-analysis. Med Educ Online. 24(1):1666538.
   PubMed Web of Science ®Google Scholar
• Peters H, Zdravkovic M, João Costa M, Celenza A, Ghias K, Klamen D, Mossop L, Rieder M, Devi Nadarajah V, Wangsaturaka D, et al. 2019. Twelve tips for enhancing student engagement. Med Teach. 41(6):632–637.
   PubMed Web of Science ®Google Scholar
• Phillips J, Wiesbauer F. 2022. The flipped classroom in medical education: a new standard in teaching. Trends Anaesth Crit Care. 42:4–8.
   Web of Science ®Google Scholar
• Price DW, Campbell CM. 2020. Rapid retooling, acquiring new skills, and competencies in the pandemic era: implications and expectations for physician continuing professional development. J Contin Educ Health Prof. 40(2):74–75.
   PubMed Web of Science ®Google Scholar
• Raes A, Detienne L, Windey I, Depaepe F. 2020. A systematic literature review on synchronous hybrid learning: gaps identified. Learn Environ Res. 23(3):269–290.
   Google Scholar
• Ranasinghe L, Wright L. 2019. Video lectures versus live lectures: competing or complementary? Med Educ Online. 24(1):1583970.
   PubMedGoogle Scholar
• Regmi K, Jones L. 2020. A systematic review of the factors – enablers and barriers – affecting e-learning in health sciences education. BMC Med Educ. 20(1):91.
   PubMed Web of Science ®Google Scholar
• Reinholz DL, Stone-Johnstone A, White I, Sianez LMJ, Shah N. 2020. A pandemic crash course: learning to teach equitably in synchronous online classes. CBE Life Sci Educ. 19(4):ar60.
   PubMed Web of Science ®Google Scholar
• Rhoads DD. 2020. Traditional, online or both? A comparative study of university student learning and satisfaction between traditional and hyflex delivery modalities. California: Concordia University Irvine.
   Google Scholar
• Rogers E. 1983. Diffusion of innovations. 5th ed. New York: free Press.
   Google Scholar
• Ruiz JG, Mintzer MJ, Leipzig RM. 2006. The impact of E-learning in medical education. Acad Med. 81(3):207–212.
   PubMed Web of Science ®Google Scholar
• Sandars J, Patel RS, Goh PS, Kokatailo PK, Lafferty N. 2015. The importance of educational theories for facilitating learning when using technology in medical education. Med Teach. 37(11):1039–1042.
   PubMed Web of Science ®Google Scholar
• Sanger CS. 2020. Inclusive pedagogy and universal design approaches for diverse learning environments. In: Sanger CS, Gleason NW, editors. Diversity and inclusion in global higher education: Lessons from across Asia. Singapore: Springer; p. 31–71.
   Google Scholar
• Schwartzman R. 2020. Performing pandemic pedagogy. Commun Educ. 69(4):502–517.
   Web of Science ®Google Scholar
• Schwartzstein RM, Roberts DH. 2017. Saying goodbye to lectures in medical school—paradigm shift or passing fad? N Engl J Med. 377(7):605–607.
   PubMed Web of Science ®Google Scholar
• Shea P, Hayes S, Uzuner-Smith S, Gozza-Cohen M, Vickers J, Bidjerano T. 2014. Reconceptualizing the community of inquiry framework: an exploratory analysis. Internet High Educ. 23:9–17.
   Web of Science ®Google Scholar
• Siemens G. 2005. Connectivism: a learning theory for the digital age. Int J Instr Technol Distance Learn. 2(1):3–10.
   Google Scholar
• Siemens G. 2012. MOOCs are really a platform. ELearnSpace. http://www.elearnspace.org/blog/2012/07/25/moocs-are-really-a-platform/
   Google Scholar
• Snell L, Son D, Onishi H. 2018. Instructional design: applying theory to teaching practice. In: Swanwick T, Forrest K, O'Brien BC, editors. Understanding medical education. Hoboken (NJ): John Wiley & Sons, Ltd; p. 89–100.
   Google Scholar
• Stojan J, Haas M, Thammasitboon S, Lander L, Evans S, Pawlik C, Pawilkowska T, Lew M, Khamees D, Peterson W, et al. 2021. Online learning developments in undergraduate medical education in response to the COVID-19 pandemic: a BEME systematic review: BEME Guide No. 69. Med Teach. 44(2):109–129.
   PubMed Web of Science ®Google Scholar
• Taylor DCM, Hamdy H. 2013. Adult learning theories: implications for learning and teaching in medical education: AMEE Guide No. 83. Med Teach. 35(11):e1561–e1572.
   PubMed Web of Science ®Google Scholar
• Thomson R, Fisher J, Steinert Y. 2022. Twelve tips for small group teaching 2.0 – rebooted for remote and HyFlex learning. Med Teach. 44:1–6.
   PubMed Web of Science ®Google Scholar
• U.S. Department of Education, Office of Planning, Evaluation, and Policy Development, Policy and Program Studies Service. 2010. Evaluation of evidence-based practices in online learning: a meta-analysis and review of online learning studies. https://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
   Google Scholar
• Vallée A, Blacher J, Cariou A, Sorbets E. 2020. Blended learning compared to traditional learning in medical education: systematic review and meta-analysis. J Med Internet Res. 22(8):e16504.
   PubMed Web of Science ®Google Scholar
• Van Hoof TJ, Sumeracki MA, Madan CR. 2021. Science of learning strategy series: article 1, distributed practice. J Contin Educ Health Prof. 41(1):59–62.
   PubMed Web of Science ®Google Scholar
• Van Hoof TJ, Sumeracki MA, Madan CR. 2022. Science of learning strategy series: article 3, interleaving. J Contin Educ Health Prof. 42(4):265–268.
   PubMed Web of Science ®Google Scholar
• What We’re Learning From Online Education. 2012. Edinburgh, Scotland; [accessed 2022 Jun 1]. https://www.ted.com/talks/daphne_koller_what_we_re_learning_from_online_education
   Google Scholar
• Wittich CM, Agrawal A, Cook DA, Halvorsen AJ, Mandrekar JN, Chaudhry S, Dupras DM, Oxentenko AS, Beckman TJ. 2017. E-learning in graduate medical education: survey of residency program directors. BMC Med Educ. 17:114.
   PubMed Web of Science ®Google Scholar
• Young JQ, Van Merrienboer J, Durning S, Ten Cate O. 2014. Cognitive load theory: implications for medical education: AMEE Guide No. 86. Med Teach. 36(5):371–384.
   PubMed Web of Science ®Google Scholar
• Zehler A, Cole B, Arter S. 2021. Hyflex simulation: a case study of a creative approach to unprecedented circumstances. Clin Simul Nurs. 60:64–68.
   Web of Science ®Google Scholar