Collaborative use of virtual patients after a lecture enhances learning with minimal investment of cognitive load.

Hesham F Marei Jeroen Donkers Mohamed M Al-Eraky Jeroen J G van Merriënboer

Published in: Medical teacher (2018)

Collaborative use of VPs after a lecture is the most efficient instructional method, of those tested, as it leads to better learning and transfer combined with lower cognitive load, when compared with independent use of VPs, either before or after the lecture.

Keyphrases

end stage renal disease
ejection fraction
newly diagnosed
quality improvement
chronic kidney disease
peritoneal dialysis
patient reported outcomes