References
- Fraser K, Huffman J, Ma I, Sobczak M, McIlwrick J, Wright B, McLaughlin K. 2014. The emotional and cognitive impact of unexpected simulated patient death: A randomized controlled trial. Chest 145:958–963
- Fraser K, Ma I, Teteris E, Baxter H, Wright B, McLaughlin K. 2012. Emotion, cognitive load and learning outcomes of simulation training. Med Educ 46:1055–1062
- Hart SG, Staveland LE. 1988. Development of NASA-TLX (Task Load Index): results of empirical and theoretical research. In: Hancock PA Meshtaki N, editors. Human mental workload. Amsterdam: North-Holland. pp 139–183
- Irby DM, Cooke M, O’Brien BC. 2010. Calls for reform of medical education by the Carnegie foundation for the advancement of teaching: 1910 and 2010. Acad Med 85:220–227
- Kahneman D. 2011. Thinking, fast and slow. New York: Farrar, Straus and Giroux
- Kalyuga S, Ayres P, Chandler P, Sweller J. 2003. The expertise reversal effect. Educ Psychol 38:23–31
- Kalyuga S, Chandler P, Tuovinen J, Sweller J. 2001. When problem-solving is superior to studying worked examples. J Educ Psychol 93:579–588
- Kalyuga S, Hanham J. 2011. Instructing in generalized knowledge structures to develop flexible problem solving skills. CHB 27:63–68
- Lafleur A, Côté L, Leppink J. 2015. Influences of OSCE design on students’ diagnostic reasoning. Med Educ 49:203–214
- Leppink J, Paas F, Van der Vleuten CPM, Van Gog T, Van Merriënboer JJG. 2013. Development of an instrument for measuring different types of cognitive load. Behav Res Methods 45:1058–1072
- Leppink J, Paas F, Van Gog T, Van der Vleuten CPM, Van Merriënboer JJ. G. 2014. Effects of pairs of problems and examples on task performance and different types of cognitive load. Learning and Instruction 30:32–42
- Leppink J, Van den Heuvel A. 2015. The evolution of cognitive load theory and its application to medical education. Perspect Med Educ 4:119–127
- Leppink J, Van Gog T, Paas F, Sweller J. 2015. Cognitive load theory: Researching and planning teaching to maximize learningIn: Cleland J. Durning SJeditors. Researching Medical education, currently in press, http://www.bookdepository.com/Researching-Medical-Education-Jennifer-Cleland/9781118839201
- Nelson T, Narens L. 1990. Metamemory: A theoretical framework and new findings. In: Bower G, editor. The psychology of learning and motivation. New York: Academic Press. pp 125–173
- Paas F. 1992. Training strategies for attaining transfer of problem-solving skills in statistics: A cognitive load approach. J Educ Psychol 84:429–434
- Schuwirth L, Van der Vleuten CPM. 2011. Programmatic assessment: From assessment of learning to assessment for learning. Med Teach 33:478–485
- Sweller J, Van Merriënboer JJG, Paas F. 1998. Cognitive architecture and instructional design. Educ Psychol Rev 10:251–296
- Van Merriënboer JJG, Sweller J. 2010. Cognitive load theory in health professional education: Design principles and strategies. Med Educ 44:85–93
- Vygotsky LS. 1978. Mind in society: Development of higher psychological processes. Cambridge, MA: Harvard University Press
- Young JQ, Sewell JL. Applying cognitive load theory to medical education: Construct and measurement challenges. Perspect Med Educ 4:107–109
- Young JQ, Van Merriënboer JJG, Durning S, Ten Cate O. 2014. Cognitive load theory: Implications for medical education. AMEE Guide No. 86. Med Teach 36:371–384
- Young MS, Stanton NA. 2002. Attention and automation: New perspectives on mental underload and performance. Theor Issues Ergon Sci 3:178–94
- Yudkowsky R, Otaki J, Lowenstein T, Riddle J, Nishigori H, Bordage G. 2009. A hypothesis-driven physical examination learning and assessment procedure for medical students: Initial validity evidence. Med Edu 43:729–740
- Zimmerman B, Schunk D. 2001. Self-regulated learning and academic achievement: Theoretical perspectives. 2nd ed. Mahwah: Erlbaum