Metformin As Medical Therapy for Abdominal Aortic Aneurysms: How Does It Work? von Van Merrienboer, T., Rombouts, K., Meekel, J., Bogunovic, N., Yeung, K.K.

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Powerful learning environments: unravelling basic components and dimensions

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The role of vascular smooth muscle cells in the development of aortic aneurysms and dissections von Rombouts, Karlijn B., Merrienboer, Tara A. R., Ket, Johannes C. F., Bogunovic, Natalija, Velden, Jolanda, Yeung, Kak Khee

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Heart Rate and Heart Rate Variability Correlate with Clinical Reasoning Performance and Self-Reported Measures of Cognitive Load von Solhjoo, Soroosh, Haigney, Mark C., McBee, Elexis, van Merrienboer, Jeroen J. G., Schuwirth, Lambert, Artino, Anthony R., Battista, Alexis, Ratcliffe, Temple A., Lee, Howard D., Durning, Steven J.

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An experimental study on the effects of a simulation game on students’ clinical cognitive skills and motivation von Dankbaar, Mary E. W., Alsma, Jelmer, Jansen, Els E. H., van Merrienboer, Jeroen J. G., van Saase, Jan L. C. M., Schuit, Stephanie C. E.

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Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions von van Merriënboer, Jeroen J. G., Sweller, John

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Developing student-centred perspectives in PBL: how teacher profiles reveal educational needs for faculty development programmes von Leatemia, Lukas Daniel, Susilo, Astrid Pratidina, Donkers, Jeroen, van Merrienboer, Jeroen J. G

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Development of a questionnaire to measure teachers' student-centred perspectives based on the Onion Model von Leatemia, Lukas Daniel, van Merrienboer, Jeroen J G, Susilo, Astrid Pratidina

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Determining 'curriculum viability' through standards and inhibitors of curriculum quality: a scoping review von Khan, Rehan Ahmed, Spruijt, Annemarie, Mahboob, Usman, van Merrienboer, Jeroen J G

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Theory Development von Elen, Jan, Clarebout, Geraldine

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Are Inductive Teaching Methods Compatible with Cognitive Load Theory? von Gorbunova, Anna, van Merrienboer, Jeroen J. G., Costley, Jamie

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Comparative effectiveness of a serious game and an e-module to support patient safety knowledge and awareness von Dankbaar, Mary E W, Richters, Olivier, Kalkman, Cor J, Prins, Gerrie, Ten Cate, Olle T J, van Merrienboer, Jeroen J G, Schuit, Stephanie C E

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Development and validation of teacher and student questionnaires measuring inhibitors of curriculum viability von Khan, Rehan Ahmed, Spruijt, Annemarie, Mahboob, Usman, Al Eraky, Mohamed, van Merrienboer, Jeroen J G

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Cognitive Architecture and Instructional Design von Sweller, John, van Merrienboer, Jeroen J. G., Paas, Fred G. W. C.

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Perception of the usability and implementation of a metacognitive mnemonic to check cognitive errors in clinical setting von Chew, Keng Sheng, van Merrienboer, Jeroen J G, Durning, Steven J

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Getting Inside the Expert’s Head: An Analysis of Physician Cognitive Processes During Trauma Resuscitations von White, Matthew R., Braund, Heather, Howes, Daniel, Egan, Rylan, Gegenfurtner, Andreas, van Merrienboer, Jeroen J.G., Szulewski, Adam

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Cognitive-Load Theory: Methods to Manage Working Memory Load in the Learning of Complex Tasks von Paas, Fred, van Merriënboer, Jeroen J. G.

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Collaborative use of virtual patients after a lecture enhances learning with minimal investment of cognitive load von Marei, Hesham F., Donkers, Jeroen, Al-Eraky, Mohamed M., Van Merrienboer, Jeroen J. G.

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The effectiveness of integration of virtual patients in a collaborative learning activity von Marei, Hesham F., Donkers, Jeroen, Van Merrienboer, Jeroen J. G.

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A mixed-method study on student and teacher perceptions of curriculum viability inhibitors von Khan, Rehan Ahmed, Spruijt, Annemarie, Mahboob, Usman, Al Eraky, Mohamed, van Merrienboer, Jeroen J. G.

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