Dario Cecilio-Fernandes
Biographic Data
| ID | 7721587 |
|---|---|
| NAME | Dario Cecilio-Fernandes |
| GIVEN NAMES | Dario |
| FAMILY NAME | Cecilio-Fernandes |
| SIGNATURE | CECILIO-FERNANDES D |
| AFFILIATIONS | Universidade Estadual de Campinas (UNICAMP) |
| ORCID | 0000-0002-8746-1680 |
| VERIFIED | Yes |
| TOTAL WORKS | 24 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 24 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Resisting with purpose
In their ‘The ethical foundations of professional resistance,’ Ellaway and Wyatt argue that professional resistance must be grounded in the ethical principles of medical professionalism, noting tha...
Comparing different retrieval practice strategies using virtual patients
Objectives This study evaluated the effectiveness of three retrieval practice strategies: re-solving virtual patient (VP) cases, answering multiple-choice questions (MCQs), and answering short answer questions (SAQs), on long-term memory retention of medical students using a VP simulation platform.Methods Eighty fifth-year medical students participated in a stratified randomized trial conducted in three phases. In the initial learning phase, part…
Comparing faded examples and cued reflection in teaching diagnostic reasoning
Introduction Clinical reasoning is essential for patient safety but challenging to teach. Deliberate reflection (DR), which involves systematically contrasting diagnostic hypotheses during case practice, improves diagnostic performance, yet the optimal level of guidance remains unclear. Faded-examples progressively reduce guidance and may enhance future case performance. This study compared the effects of faded-examples and cued reflection on med…
From measurement to meaning
Comparison of cognitive workload between very short answer questions and multiple-choice questions
Very short answer questions (VSAQs) have gained attention for their superior psychometric properties compared to multiple-choice questions (MCQs). While VSAQs require knowledge recall, MCQs primarily involve knowledge recognition. This difference in cognitive processes may lead to varying cognitive workloads, defined as the amount of mental processing in working memory. Previous studies have not demonstrated consistent differences, likely due to …
When I say … extended reality
Technology-enhanced learning has transformed many aspects of health professions education. From early skills labs to high-fidelity mannequins, simulation-based medical education has progressively incorporated tools that allow learners to practice in safe, controlled environments. More recently, advances in computing, visualization and wearable devices have enabled immersive simulations that merge physical and digital worlds.1 These innovations ar…
Unravelling the differences between observation and active participation in simulation-based education
BACKGROUND: In simulation-based education, the effectiveness of observation or active participation on the retention of knowledge and skills is uncertain. The aim of the study was to investigate knowledge retention, technical and non-technical skills and self-efficacy among observers and active participants in a simulated palliative extubation. METHOD: We included medical and nursing undergraduates and residents. On the first day, participants we…
The importance of combined use of spacing and testing effects for complex skills training
Introduction A major challenge is retention of complex clinical skills. Spacing training and testing have been demonstrated to increase knowledge and skill retention but the combination has not been previously investigated in complex clinical skills. The aim of our study was to compare the effectiveness of combined spacing and testing for Basic Life Support (BLS) and Advance Life Support (ALS) simulation training in one group (intervention group)…
Teaching for transfer of learning in health professions education
Transfer of learning occurs when past learning is applied to new situations, and also at a varying time from the initial time of learning. Importantly, research in both academic and clinical areas of health professions education has highlighted that transfer of learning often does not successfully occur. Successful transfer is multi-dimensional and occurs when the learner has the required motivation, mental model, metacognitive processes relevant…
The hallucination of learning with generative artificial intelligence
Dear EditorSince the launch of generative artificial intelligence (GenAI), many papers have been published demonstrating how GenAI can support different aspects of learning. In our experience, usin
A flourishing-centered curriculum can only thrive through the embrace of diversity
Dear EditorMaurana et al. [1] propose a transformative approach to medical education, placing human flourishing at the core of the curriculum. They argue for a holistic approach to developing medic
Use of eye tracking in medical education
Eye tracking has become increasingly applied in medical education research for studying the cognitive processes that occur during the performance of a task, such as image interpretation and surgical skills development. However, analysis and interpretation of the large amount of data obtained by eye tracking can be confusing. In this article, our intention is to clarify the analysis and interpretation of the data obtained from eye tracking. Unders…
Self-regulated learning microanalysis feedback for developing clinical skills
INTRODUCTION: The development of clinical skills requires the appropriate use of self-regulated learning (SRL). Students' use of key SRL processes as they perform a clinical skill can be identified by SRL microanalysis and used to provide feedback. SRL-microanalysis feedback only on students' key SRL processes has not been previously researched for developing clinical skills. The aim of this study was to investigate whether SRL-microanalysis feed…
The challenge of transfer to clinical practice
There is increasing pressure to accelerate health professions education programs and educators have the challenge of ensuring that students can effectively transfer their learning into clinical practice. In this personal view, we discuss how insights from cognitive science can inform the redesign of current curricula and highlight the challenge of implementing these new approaches for instructional design and assessment. We also recommend that ed…
Self-regulated learning processes across different physiotherapy clinical procedural skills and time intervals
PURPOSE OF THE STUDY: The performance of a clinical procedural skill by an individual student is associated with their use of Self-Regulated Learning (SRL) processes. However, previous research has not identified if an individual student has a similarity in their use of SRL processes across different clinical procedural skill tasks and at a time interval. The aim of this pilot study was to explore the similarity in the use of SRL processes by ind…
Using insights from cognitive science for the teaching of clinical skills
Students have to develop a wide variety of clinical skills, from cannulation to advanced life support, prior to entering clinical practice. An important challenge for health professions' educators is the implementation of strategies for effectively supporting students in their acquisition of different types of clinical skills and also to minimize skill decay over time. Cognitive science provides a unified approach that can inform how to maximize …
Identifying the response process validity of clinical vignette-type multiple choice questions
Introduction Clinical vignette-type multiple choice questions (CV-MCQs) are widely used in assessment and identifying the response process validity (RPV) of questions with low and high integration of knowledge is essential. Answering CV-MCQs of different levels of knowledge application and integration can be understood from a cognitive workload perspective and this can be identified by using eye-tracking. The aim of the pilot study was to identif…
Use of self-regulated learning feedback in the acquisition of clinical skills
Dear EditorWe were interested to read the paper by Liu et al. (2023) as they focused on the importance of feedback on the development of clinical skills. Although they highlighted the importance of
Reduction in final year medical students’ knowledge during the Covid-19 pandemic
There has been little information about how the COVID-19 pandemic has impacted medical students’ knowledge acquisition. The aim of the study was to identify the impact of the COVID-19 pandemic on medical students’ knowledge acquisition by comparing the students’ performance on two Progress Test exams administered in 2019 (pre-pandemic) and 2020 (during the pandemic). We included data from 1,491 students at two medical schools in Brazil. Both scho…
New directions for understanding collaborative learning
New directions for understanding collaborative learning: the importance of social regulation of learning
Solutions, enablers and barriers to online learning in clinical medical education during the first year of the Covid-19 pandemic
AIMS: The COVID-19 pandemic has seen a major disruption to undergraduate and postgraduate clinical medical education. The aim of this rapid review was to identify and synthesize published literature relating to the solutions, enablers and barriers to online learning implemented in clinical medical education during the first year of the COVID-19 pandemic. METHODS: All articles published before March 2021 in peer-reviewed journals, including MedEdP…
Avoid ‘running before we can walk’ in medical education research
Design and development research has the aim of understanding the feasibility and acceptability of implementing early-stage pilot research before interventions are fully implemented and evaluated for their impact. Increasing the use of design and development research in medical education research requires greater awareness of its importance by all stakeholders, the use of iterative research methodologies, such as educational design research, and t…
The frustrations of adopting evidence-based medical education and how they can be overcome
Evidence-based medical education has been widely promoted but our discussions with medical educators across different countries has highlighted that adopting this approach can be frustrating. There is often a lack of useful evidence that can inform the practical decisions that medical educators have to make about curriculum development or the way that they should teach, especially in relation to low and middle income countries. To overcome these …
Estresse laboral e raciocínio inferencial
O objetivo desse estudo foi verificar as relações entre estresse laboral e raciocínio inferencial, sexo e idade. Os instrumentos utilizados foram a escala de vulnerabilidade a estressores no trabalho (EVET) e raciocínio inferencial (RIn). Participaram da pesquisa 64 alunos de Psicologia e Engenharia de uma instituição privada do interior do Estado de São Paulo, sendo que, no total, 81,2% eram do sexo masculino, e 18,8%, do sexo feminino, com idad…
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Estresse laboral e raciocínio inferencial
O objetivo desse estudo foi verificar as relações entre estresse laboral e raciocínio inferencial, sexo e idade. Os instrumentos utilizados foram a escala de vulnerabilidade a estressores no trabalho (EVET) e raciocínio inferencial (RIn). Participaram da pesquisa 64 alunos de Psicologia e Engenharia de uma instituição privada do interior do Estado de São Paulo, sendo que, no total, 81,2% eram do sexo masculino, e 18,8%, do sexo feminino, com idad…
Avoid ‘running before we can walk’ in medical education research
Design and development research has the aim of understanding the feasibility and acceptability of implementing early-stage pilot research before interventions are fully implemented and evaluated for their impact. Increasing the use of design and development research in medical education research requires greater awareness of its importance by all stakeholders, the use of iterative research methodologies, such as educational design research, and t…
The frustrations of adopting evidence-based medical education and how they can be overcome
Evidence-based medical education has been widely promoted but our discussions with medical educators across different countries has highlighted that adopting this approach can be frustrating. There is often a lack of useful evidence that can inform the practical decisions that medical educators have to make about curriculum development or the way that they should teach, especially in relation to low and middle income countries. To overcome these …
Reduction in final year medical students’ knowledge during the Covid-19 pandemic
There has been little information about how the COVID-19 pandemic has impacted medical students’ knowledge acquisition. The aim of the study was to identify the impact of the COVID-19 pandemic on medical students’ knowledge acquisition by comparing the students’ performance on two Progress Test exams administered in 2019 (pre-pandemic) and 2020 (during the pandemic). We included data from 1,491 students at two medical schools in Brazil. Both scho…
New directions for understanding collaborative learning
New directions for understanding collaborative learning: the importance of social regulation of learning
Solutions, enablers and barriers to online learning in clinical medical education during the first year of the Covid-19 pandemic
AIMS: The COVID-19 pandemic has seen a major disruption to undergraduate and postgraduate clinical medical education. The aim of this rapid review was to identify and synthesize published literature relating to the solutions, enablers and barriers to online learning implemented in clinical medical education during the first year of the COVID-19 pandemic. METHODS: All articles published before March 2021 in peer-reviewed journals, including MedEdP…
Self-regulated learning processes across different physiotherapy clinical procedural skills and time intervals
PURPOSE OF THE STUDY: The performance of a clinical procedural skill by an individual student is associated with their use of Self-Regulated Learning (SRL) processes. However, previous research has not identified if an individual student has a similarity in their use of SRL processes across different clinical procedural skill tasks and at a time interval. The aim of this pilot study was to explore the similarity in the use of SRL processes by ind…
Using insights from cognitive science for the teaching of clinical skills
Students have to develop a wide variety of clinical skills, from cannulation to advanced life support, prior to entering clinical practice. An important challenge for health professions' educators is the implementation of strategies for effectively supporting students in their acquisition of different types of clinical skills and also to minimize skill decay over time. Cognitive science provides a unified approach that can inform how to maximize …
Identifying the response process validity of clinical vignette-type multiple choice questions
Introduction Clinical vignette-type multiple choice questions (CV-MCQs) are widely used in assessment and identifying the response process validity (RPV) of questions with low and high integration of knowledge is essential. Answering CV-MCQs of different levels of knowledge application and integration can be understood from a cognitive workload perspective and this can be identified by using eye-tracking. The aim of the pilot study was to identif…
Use of self-regulated learning feedback in the acquisition of clinical skills
Dear EditorWe were interested to read the paper by Liu et al. (2023) as they focused on the importance of feedback on the development of clinical skills. Although they highlighted the importance of
Use of eye tracking in medical education
Eye tracking has become increasingly applied in medical education research for studying the cognitive processes that occur during the performance of a task, such as image interpretation and surgical skills development. However, analysis and interpretation of the large amount of data obtained by eye tracking can be confusing. In this article, our intention is to clarify the analysis and interpretation of the data obtained from eye tracking. Unders…
Self-regulated learning microanalysis feedback for developing clinical skills
INTRODUCTION: The development of clinical skills requires the appropriate use of self-regulated learning (SRL). Students' use of key SRL processes as they perform a clinical skill can be identified by SRL microanalysis and used to provide feedback. SRL-microanalysis feedback only on students' key SRL processes has not been previously researched for developing clinical skills. The aim of this study was to investigate whether SRL-microanalysis feed…
The challenge of transfer to clinical practice
There is increasing pressure to accelerate health professions education programs and educators have the challenge of ensuring that students can effectively transfer their learning into clinical practice. In this personal view, we discuss how insights from cognitive science can inform the redesign of current curricula and highlight the challenge of implementing these new approaches for instructional design and assessment. We also recommend that ed…
When I say … extended reality
Technology-enhanced learning has transformed many aspects of health professions education. From early skills labs to high-fidelity mannequins, simulation-based medical education has progressively incorporated tools that allow learners to practice in safe, controlled environments. More recently, advances in computing, visualization and wearable devices have enabled immersive simulations that merge physical and digital worlds.1 These innovations ar…
Unravelling the differences between observation and active participation in simulation-based education
BACKGROUND: In simulation-based education, the effectiveness of observation or active participation on the retention of knowledge and skills is uncertain. The aim of the study was to investigate knowledge retention, technical and non-technical skills and self-efficacy among observers and active participants in a simulated palliative extubation. METHOD: We included medical and nursing undergraduates and residents. On the first day, participants we…
The importance of combined use of spacing and testing effects for complex skills training
Introduction A major challenge is retention of complex clinical skills. Spacing training and testing have been demonstrated to increase knowledge and skill retention but the combination has not been previously investigated in complex clinical skills. The aim of our study was to compare the effectiveness of combined spacing and testing for Basic Life Support (BLS) and Advance Life Support (ALS) simulation training in one group (intervention group)…
Teaching for transfer of learning in health professions education
Transfer of learning occurs when past learning is applied to new situations, and also at a varying time from the initial time of learning. Importantly, research in both academic and clinical areas of health professions education has highlighted that transfer of learning often does not successfully occur. Successful transfer is multi-dimensional and occurs when the learner has the required motivation, mental model, metacognitive processes relevant…
The hallucination of learning with generative artificial intelligence
Dear EditorSince the launch of generative artificial intelligence (GenAI), many papers have been published demonstrating how GenAI can support different aspects of learning. In our experience, usin
A flourishing-centered curriculum can only thrive through the embrace of diversity
Dear EditorMaurana et al. [1] propose a transformative approach to medical education, placing human flourishing at the core of the curriculum. They argue for a holistic approach to developing medic
Resisting with purpose
In their ‘The ethical foundations of professional resistance,’ Ellaway and Wyatt argue that professional resistance must be grounded in the ethical principles of medical professionalism, noting tha...
Comparing different retrieval practice strategies using virtual patients
Objectives This study evaluated the effectiveness of three retrieval practice strategies: re-solving virtual patient (VP) cases, answering multiple-choice questions (MCQs), and answering short answer questions (SAQs), on long-term memory retention of medical students using a VP simulation platform.Methods Eighty fifth-year medical students participated in a stratified randomized trial conducted in three phases. In the initial learning phase, part…
Comparing faded examples and cued reflection in teaching diagnostic reasoning
Introduction Clinical reasoning is essential for patient safety but challenging to teach. Deliberate reflection (DR), which involves systematically contrasting diagnostic hypotheses during case practice, improves diagnostic performance, yet the optimal level of guidance remains unclear. Faded-examples progressively reduce guidance and may enhance future case performance. This study compared the effects of faded-examples and cued reflection on med…
From measurement to meaning
Comparison of cognitive workload between very short answer questions and multiple-choice questions
Very short answer questions (VSAQs) have gained attention for their superior psychometric properties compared to multiple-choice questions (MCQs). While VSAQs require knowledge recall, MCQs primarily involve knowledge recognition. This difference in cognitive processes may lead to varying cognitive workloads, defined as the amount of mental processing in working memory. Previous studies have not demonstrated consistent differences, likely due to …
Psychology (16 works) · Innovations in Medical Education (13 works) · Medicine (13 works) · Computer Science (11 works) · Medical education (11 works) · Simulation-Based Education in Healthcare (8 works) · Artificial Intelligence (7 works) · Artificial Intelligence (6 works) · Pedagogy (6 works) · Clinical Reasoning and Diagnostic Skills (5 works)