Book contents
- Education in Anesthesia
- Education in Anesthesia
- Copyright page
- Contents
- Contributors
- 1 Creating (and Choosing) an Optimal Learning Environment
- 2 Learning Styles in Anesthesiology Education
- 3 Clinical Reasoning
- 4 Curriculum Development
- 5 Time-Efficient Teaching Strategies in Anesthesia
- 6 Teaching in the Preanesthesia Clinic*
- 7 Teaching in the Operating Room
- 8 Teaching in the Intensive Care Unit
- 9 Pain Medicine Education in Anesthesiology Training
- 10 A Foundation for Teaching Airway Management
- 11 Teaching and Learning Regional Anesthesia
- 12 Teaching Transesophageal Echocardiography
- 13 Teaching Point-of-Care Ultrasound (POCUS) to the Perioperative Physician
- 14 How to Design Multimedia Presentations
- 15 The Interactive Classroom
- 16 E-Learning in Anesthesiology
- 17 The Role of Simulation in Anesthesiology Education
- 18 Test-Enhanced Learning: Using Retrieval Practice via Testing to Enhance Long-Term Retention of Knowledge
- 19 Teaching Professionalism during Anesthesiology Residency
- 20 Providing Feedback
- 21 The Resident as a Teacher
- 22 Teaching Quality and Safety
- 23 Teaching Residents How to Critically Read and Apply Medical Literature*
- Index
- References
14 - How to Design Multimedia Presentations
Published online by Cambridge University Press: 06 April 2018
Book contents
- Education in Anesthesia
- Education in Anesthesia
- Copyright page
- Contents
- Contributors
- 1 Creating (and Choosing) an Optimal Learning Environment
- 2 Learning Styles in Anesthesiology Education
- 3 Clinical Reasoning
- 4 Curriculum Development
- 5 Time-Efficient Teaching Strategies in Anesthesia
- 6 Teaching in the Preanesthesia Clinic*
- 7 Teaching in the Operating Room
- 8 Teaching in the Intensive Care Unit
- 9 Pain Medicine Education in Anesthesiology Training
- 10 A Foundation for Teaching Airway Management
- 11 Teaching and Learning Regional Anesthesia
- 12 Teaching Transesophageal Echocardiography
- 13 Teaching Point-of-Care Ultrasound (POCUS) to the Perioperative Physician
- 14 How to Design Multimedia Presentations
- 15 The Interactive Classroom
- 16 E-Learning in Anesthesiology
- 17 The Role of Simulation in Anesthesiology Education
- 18 Test-Enhanced Learning: Using Retrieval Practice via Testing to Enhance Long-Term Retention of Knowledge
- 19 Teaching Professionalism during Anesthesiology Residency
- 20 Providing Feedback
- 21 The Resident as a Teacher
- 22 Teaching Quality and Safety
- 23 Teaching Residents How to Critically Read and Apply Medical Literature*
- Index
- References
- Type
- Chapter
- Information
- Education in AnesthesiaHow to Deliver the Best Learning Experience, pp. 151 - 159Publisher: Cambridge University PressPrint publication year: 2018
References
Issa, N., Schuller, M., Santacaterina, S. et al. Applying multimedia design principles enhances learning in medical education. Med Educ 2011; 45: 818–26.CrossRefGoogle ScholarPubMed
Mayer, R. E.. Multimedia Learning, 2nd edn. New York: Cambridge University Press, 2009.Google Scholar
Mayer, R. E.. Applying the science of learning to medical education. Med Educ 2010; 44: 543–9.CrossRefGoogle ScholarPubMed
Issa, N., Mayer, R. E., Schuller, S. et al. Teaching for understanding in medical classrooms using multimedia design principles. Med Educ 2013, 47 : 388–96.CrossRefGoogle ScholarPubMed
Mayer, R. E. Fiorella, L.. Principles for reducing extraneous processing in multimedia learning: Coherence, signaling, redundancy, spatial contiguity, and temporal contiguity principles. In R. E. Mayer, , ed. The Cambridge Handbook of Multimedia Learning, 2nd edn. New York: Cambridge University Press, 2014; 279–315.Google Scholar
Mayer, R. E. Pilegard, C.. Principles for managing essential processing in multimedia learning: Segmenting, pretraining, and modality principles. In R. E. Mayer, , ed. The Cambridge Handbook of Multimedia Learning, 2nd edn. New York: Cambridge University Press, 2014; 316–44.Google Scholar
Mayer, R. E.. Principles based on social cues in multimedia learning: Personalization, voice, image, and embodiment principles. In R. E. Mayer, , ed. The Cambridge Handbook of Multimedia Learning, 2nd edn. New York: Cambridge University Press, 2014; 345–68.Google Scholar
Fiorella, L., Mayer, R. E.. Effects of observing the instructor draw diagrams on learning from multimedia lessons. J Educ Psychol 2016; 108 : 528–46.Google Scholar
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