COVID-19 Disruptions in Health Professional Education: Use of Cognitive Load Theory on Students' Comprehension, Cognitive Load, Engagement, and Motivation

Nik Aloesnisa Nik Mohd Alwi

COVID-19 Disruptions in Health Professional Education: Use of Cognitive Load Theory on Students' Comprehension, Cognitive Load, Engagement, and Motivation

Division of Cardiovascular Sciences

Research output: Contribution to journal › Article › peer-review

Original language	English
Journal	Frontiers in Medicine
Volume	8
Publication status	Published - 2021

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

https://www.frontiersin.org/articles/10.3389/fmed.2021.739238/full

Cite this

@article{be090675e5c94f158ac42f432ba7ff2d,

title = "COVID-19 Disruptions in Health Professional Education: Use of Cognitive Load Theory on Students' Comprehension, Cognitive Load, Engagement, and Motivation",

author = "{Nik Mohd Alwi}, {Nik Aloesnisa}",

year = "2021",

language = "English",

volume = "8",

journal = "Frontiers in Medicine",

issn = "2296-858X",

publisher = "Frontiers Media S. A.",

}