Plans and situated actions: the problem of human-machine communication
Plans and situated actions: the problem of human-machine communication
Merging virtual objects with the real world: seeing ultrasound imagery within the patient
SIGGRAPH '92 Proceedings of the 19th annual conference on Computer graphics and interactive techniques
Cognitive systems engineering
Cognitive models of directional inference in expert medical reasoning
Expertise in context
Multimedia Learning
Technology Applications in Education: A Learning View
Technology Applications in Education: A Learning View
Understanding Computers and Cognition: A New Foundation for Design
Understanding Computers and Cognition: A New Foundation for Design
Journal of Biomedical Informatics
Emerging paradigms of cognition in medical decision-making
Journal of Biomedical Informatics
Identifying reasoning strategies in medical decision making: a methodological guide
Journal of Biomedical Informatics
Human Problem Solving
Grand challenges in clinical decision support
Journal of Biomedical Informatics
e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning
Web-Based Learning: Theory, Research, and Practice
Web-Based Learning: Theory, Research, and Practice
ROAD-MAP for educational simulations and serious games
ICHL'10 Proceedings of the Third international conference on Hybrid learning
Collaborative co-design of emerging multi-technologies for surgery
Journal of Biomedical Informatics
Evidence-based educational practices and a theoretical framework for hybrid learning
ICHL'11 Proceedings of the 4th international conference on Hybrid learning
Artificial Intelligence in Medicine
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Theoretical and methodological advances in the cognitive and learning sciences can greatly inform curriculum and instruction in biomedicine and also educational programs in biomedical informatics. It does so by addressing issues such as the processes related to comprehension of medical information, clinical problem-solving and decision-making, and the role of technology. This paper reviews these theories and methods from the cognitive and learning sciences and their role in addressing current and future needs in designing curricula, largely using illustrative examples drawn from medical education. The lessons of this past work are also applicable, however, to biomedical and health professional curricula in general, and to biomedical informatics training, in particular. We summarize empirical studies conducted over two decades on the role of memory, knowledge organization and reasoning as well as studies of problem-solving and decision-making in medical areas that inform curricular design. The results of this research contribute to the design of more informed curricula based on empirical findings about how people learn and think, and more specifically, how expertise is developed. Similarly, the study of practice can also help to shape theories of human performance, technology-based learning, and scientific and professional collaboration that extend beyond the domain of medicine. Just as biomedical science has revolutionized health care practice, research in the cognitive and learning sciences provides a scientific foundation for education in biomedicine, the health professions, and biomedical informatics.