Access the full text.
Sign up today, get DeepDyve free for 14 days.
Ruth Chen, L. Grierson, G. Norman (2015)
Manipulation of cognitive load variables and impact on auscultation test performanceAdvances in Health Sciences Education, 20
A. Chan, Sunita Singh, A. Dubrowski, D. Pratt, N. Zalunardo, Parvarthy Nair, K. McLaughlin, Irene Ma (2015)
Part versus whole: a randomized trial of central venous catheterization educationAdvances in Health Sciences Education, 20
M. Chamberland, S. Mamede, Christina St-Onge, Jean Setrakian, H. Schmidt (2015)
Does medical students’ diagnostic performance improve by observing examples of self-explanation provided by peers or experts?Advances in Health Sciences Education, 20
Joseph Leung, L. Critchley, Alex Yung, S. Kumta (2014)
Evidence of virtual patients as a facilitative learning tool on an anesthesia courseAdvances in Health Sciences Education, 20
R. Mayer (2010)
Applying the science of learning to medical educationMedical Education, 44
K. Kulasegaram, Cynthia Min, Elizabeth Howey, A. Neville, Nicole Woods, K. Dore, G. Norman (2015)
The mediating effect of context variation in mixed practice for transfer of basic scienceAdvances in Health Sciences Education, 20
S. Blissett, R. Cavalcanti, M. Sibbald (2015)
ECG rhythm analysis with expert and learner-generated schemas in novice learnersAdvances in Health Sciences Education, 20
G. Norman, K. Dore, L. Grierson (2012)
The minimal relationship between simulation fidelity and transfer of learningMedical Education, 46
Zaid Khot, Kaitlyn Quinlan, G. Norman, B. Wainman (2013)
The relative effectiveness of computer‐based and traditional resources for education in anatomyAnatomical Sciences Education, 6
David Channell (1999)
Pasteur's Quadrant: Basic Science and Technological InnovationTechnology and Culture, 40
J. Jamison, M. Stewart (2015)
Simulation using novel equipment designed to explain spirometric abnormalities in respiratory disease enhances learning in higher cognitive domainsAdvances in Health Sciences Education, 20
Adv in Health Sci Educ (2015) 20:839–842 DOI 10.1007/s10459-015-9635-8 EDITORIAL Geoff Norman Published online: 10 September 2015 Springer Science+Business Media Dordrecht 2015 There are many unique things about the community of researchers in health sciences education. Most obvious, in fact, is that it is a community; not a separate community of psychometricians, another of learning theorists, another of simulation people, another of qualitative researchers, and another of practitioners—clinical teachers, basic scientists, etc. These subgroups do exist, and many have their own specialty societies with their own journals and conferences. But these are in addition to, not exclusive of, the common activities and outlets—journals like AHSE, Medical Education, Academic Medicine, and conferences like AMEE, CCME, RIME, ASME, which accept all kinds of research (although, not all kinds of health professions, sad to say). One need only peruse any issue of Advances to see an apparently random potpourri of research approaches. The last issue contained nine qualitative studies. This issue, there are seven experimental studies, and many are strongly theory-testing; a point I will return to. The studies represent the full range of research methods and disciplines interested in the science of education. Further, though heterogeneous, it is a very congenial,
Advances in Health Sciences Education – Springer Journals
Published: Sep 9, 2015
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.