Medical Teacher

 
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In the current issue of Medical Teacher (36, 5):

 

New AMEE Guide: Cognitive Load Theory: Implications for medical education Read more

Cognitive Load Theory (CLT) builds upon established models of human memory that include the subsystems of sensory, working and long-term memory.  CLT has particular relevance to medical education because many of the professional activities to be learned require the simultaneous integration of multiple and varied sets of knowledge, skills and behaviours at a specific time and place.   This guide explores applications to various medical education settings (classroom, workplace and self-directed learning).

 

Learning how to teach  Read more   

Two papers report on practical examples of learning how to teach.  In one, the authors describe how a required student-as-teacher (SAT) program was developed and launched, and also report on the program evaluation plan, and preliminary student reactions and experiences with the program.


The other article describes a small scale, exploratory case study, with students who have completed the BMSc Teaching in Medicine Intercalated degree programme, to explore the value of the programme and reflect the shared nature of the students’ experiences.

 

The effects of sleep deprivation on performance  Read more

The purpose of this study was to explore the relationship between sleep, performance, and prefrontal cortex (PFC) activity, with the expectation that sleepiness scores would negatively correlate with multiple-choice question (MCQ) performance and would also correlate with PFC activity.

 


 

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From the Editorial Office:

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Medical Teacher has moved!

Medical Teacher has moved to new offices.

Our new address is 12 Airlie Place, Dundee DD1 4HJ. Phone number and email address remain the same.

 

 

Medical Teacher is the journal of AMEE, an international association for all involved with medical and healthcare professions education. Medical Teacher addresses the needs of teachers and administrators throughout the world involved in training for the health professions.


2012 Impact Factor: 1.824 5-Year Impact Factor: 1.987

Ranking: 5/34 (Education, Scientific Disciplines), 34/82 (Health Care Sciences & Services)*

*©Thomson Reuters, Journal Citation Reports® 2013

Frequency: 12 issues per year

ISSN: 0142-159X (print), 1466-187X (electronic)

 

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