Knowing How and Knowing Why: testing the effect of instruction designed for cognitive integration on procedural skills transfer
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DOI: 10.1007/s10459-017-9774-1
Abstract: Transfer is a desired outcome of simulation-based training, yet evidence for how instructional design features promote transfer is lacking. In clinical reasoning, transfer is improved when trainees experience instruction integrating basic science explanations with clinical… read more here.
Keywords: instruction; knowledge; integrated instruction; effect ... See more keywords