Starting April 1, 2026, the NCLEX-RN will introduce updated clinical expectations, including a focus on health equity and internal device monitoring, while maintaining its core content category weights.

Discover new ways to use AI and digital tools for active learning.

Discover how educators can use AI to streamline question writing, improve quality, and enhance student engagement, without losing human oversight.

Explore simulation in healthcare education. Learn the methods, benefits, and challenges of using simulation to train safer, more competent clinicians.

Lecturio strengthens its global reach with new interactive, simulation-based learning solutions for healthcare professionals.

Lecturio celebrates the hard work and expertise of PAs, and those who prepare them for practice, this PA Week.

AACOM Advocacy Day is a yearly event where osteopathic deans, students, faculty, and advocates come together to speak up for the future of osteopathic medical education (OME).

An immediate solution to the Department of Health and Human Services’ mandate.

Discover how our platform videos are built on the latest developments in learning science.

In 1984, Bloom proved one-on-one tutoring could boost student performance to the top 2%. Lecturio’s new AI-powered tools bring that level of personalized learning to medical students at scale.

This new tool developed by Carnegie Speech and Lecturio is designed to help nurses achieve fluency in clinical English.

Explore evidence-based material on drug use and disease management.

Lecturio and Sigma Theta Tau, the world’s second-largest nursing organisation, have entered into an exclusive partnership.

Learn how to promote the quality of education and clinical practice with effective leadership.

Discover Lecturio’s comprehensive suite of AI tools, designed to save time and ease faculty workload.

TIME and Statista have named 350 companies changing education, with Lecturio coming in at #23 in the global ranking.

Discover Lecturio’s brand-new Qbank feature, which categorizes practice questions within our educator platform.

View insights from the latest instalment of our Global Webinar Series with nurse futurist Dr. Bonnie Clipper.

Learn how South University (SouthU) implemented Lecturio in their nursing program to reduce faculty workload, improve student engagement, and increase certification exam outcomes.

Read our latest Pulse newsletter on women in medical education, and how Lecturio is promoting their roles.

Learn effective strategies for teaching clinical reasoning and clinical judgment in health professions education.

Lecturio has acquired clinical reasoning education and assessment tool NEJM Healer from the New England Journal of Medicine (NEJM) Group.

Learn to teach pharmacology with a free sample lesson plan from Rhonda Lawes PhD, RN from Oral Roberts University and Jacquelyn McMillian-Bohler, PhD, CNM from Duke University School of Nursing.

Read how the integration of Lecturio into Dr. Valentz’s Pathophysiology nursing course at ORU changed the learning outcomes of students by overcoming the limitations of traditional methods and improving engagement and performance.

A sample lesson plan based on the DEIB course taught by Angela Richard-Eaglin, DNP, MSN, FNP-BC, CNE, FAANP, CDE from Yale University and Jacquelyn McMillian-Bohler, PhD, CNM from Duke University School of Nursing.

Educators and students alike often think of an assessment as the final stop on the path of learning. Our current understanding of cognitive and neuroscience has taught us, however, that assessments can be an invaluable learning tool as well as a means of evaluation. Properly designed and well-written assessments can determine mastery of material, grade or rank students, measure student progress, reinforce learning, motivate students, and provide feedback to instructors (1). Assessments include more than just written exams; they encompass any form of evaluation or appraisal of a student’s educational progress by formal or informal means.

We can’t see learning happen, so how do we know it has occurred? Educators rely on observable behaviors as indicators of students’ skills, knowledge, and dispositions. Observable behaviors might include creating a concept map, demonstrating suturing skills, or communicating compassionately with patients. If a student could not successfully perform these before instruction and can perform them after, it is presumed learning has occurred. These desired observable behaviors are defined and communicated in learning objectives: concise statements of what a learner will be able to do as a result of instruction (1).

The purpose of this article is to introduce effective presentations, which have a set of key qualities: they are appealing, engaging, informative, and concise. Effective presentations gain attention and captivate the audience, but most importantly, they convey information and ideas memorably. Using evidence-based principles in educational multimedia can ensure the development of high-quality learning experiences. In fact, effective presentations have a set of core principles, a host of learner benefits, and a solid foundation in cognitive science. The article also explores the real-world implementation of effective presentations and share a practical application method that educators everywhere can use to develop effective multimedia in their classrooms.

Learn about Instructional Design, its benefits, how it helps support the alignment and integration of instructional goals, activities, and resources, and a practical implementation method for daily education practices.

In this article, we explore a concept that has not gained a lot of attention in medical education: metacognition. We start by explaining what metacognition is and why it is relevant for educators and learners. We then dive deeper into the elements of metacognition in the classroom and provide concrete examples of how it can be incorporated by both students and educators.

Helping students find a purposeful, productive, and effective way to learn is an important goal for medical educators. That goal can be advanced by the implementation of active learning: a set of evidence-supported educational tools that enhance student understanding and proficiency.

Several evidence-based, data-driven approaches to education promote effective long-term knowledge retention, the most important of which are retrieval-based learning strategies. Retrieval is not only an important evaluative tool in knowledge testing but also one of the most practical ways to make learning durable. The effectiveness of retrieval-based strategies has been convincingly demonstrated in numerous cognitive science studies, and the neurophysiological basis of this effectiveness is becoming better understood. This article reviews the evidence supporting the use of retrieval-based strategies and provides recommendations for their implementation.

In this article in our durable learning series, we explore a very important concept in learning science known as interleaving. While the value of interleaving has been demonstrated in multiple disciplines, it would appear to be significantly underutilized, especially given its potential benefit. In this piece, we will explain what interleaving is and how it is postulated to work from a neuroscientific perspective. We will also look at the evidence that supports its use and then provide recommendations on how medical educators and learners can incorporate it into their approach to learning.

The purpose of this article is to introduce the learning method called spaced practice, which has been shown to be an effective approach for better retention of information in long-term memory. Spacing as an educational strategy involves spreading out the study of content to be learned over time rather than engaging in protracted study sessions focusing on a single subject. Both cognitive science and neuroscience have reported significant evidence to support the efficacy of spaced learning. It is a powerful learning technique for students and should be integrated into medical education and employed by learners in studying.

This article gives an overview of the different types of memory and the process of memory formation, drawing conclusions and exploring how understanding memory can be leveraged within the context of medical education.

After reading this article, readers should be able to have a basic understanding of the history of learning, an array of learning theories, and ineffective as well as effective conventions of medical education. This knowledge should allow educators to understand the importance of making evidence-based choices in their teaching practice.

Starting April 1, 2026, the NCLEX-RN will introduce updated clinical expectations, including a focus on health equity and internal device monitoring, while maintaining its core content category weights.

Discover new ways to use AI and digital tools for active learning.

Explore simulation in healthcare education. Learn the methods, benefits, and challenges of using simulation to train safer, more competent clinicians.

Lecturio strengthens its global reach with new interactive, simulation-based learning solutions for healthcare professionals.

Lecturio celebrates the hard work and expertise of PAs, and those who prepare them for practice, this PA Week.

AACOM Advocacy Day is a yearly event where osteopathic deans, students, faculty, and advocates come together to speak up for the future of osteopathic medical education (OME).

An immediate solution to the Department of Health and Human Services’ mandate.

Discover how our platform videos are built on the latest developments in learning science.

In 1984, Bloom proved one-on-one tutoring could boost student performance to the top 2%. Lecturio’s new AI-powered tools bring that level of personalized learning to medical students at scale.

This new tool developed by Carnegie Speech and Lecturio is designed to help nurses achieve fluency in clinical English.

Explore evidence-based material on drug use and disease management.

Lecturio and Sigma Theta Tau, the world’s second-largest nursing organisation, have entered into an exclusive partnership.

Learn how to promote the quality of education and clinical practice with effective leadership.

Discover Lecturio’s comprehensive suite of AI tools, designed to save time and ease faculty workload.

TIME and Statista have named 350 companies changing education, with Lecturio coming in at #23 in the global ranking.

Discover Lecturio’s brand-new Qbank feature, which categorizes practice questions within our educator platform.

View insights from the latest instalment of our Global Webinar Series with nurse futurist Dr. Bonnie Clipper.

Read our latest Pulse newsletter on women in medical education, and how Lecturio is promoting their roles.

Lecturio has acquired clinical reasoning education and assessment tool NEJM Healer from the New England Journal of Medicine (NEJM) Group.

In this article, we explore a concept that has not gained a lot of attention in medical education: metacognition. We start by explaining what metacognition is and why it is relevant for educators and learners. We then dive deeper into the elements of metacognition in the classroom and provide concrete examples of how it can be incorporated by both students and educators.

Helping students find a purposeful, productive, and effective way to learn is an important goal for medical educators. That goal can be advanced by the implementation of active learning: a set of evidence-supported educational tools that enhance student understanding and proficiency.

Several evidence-based, data-driven approaches to education promote effective long-term knowledge retention, the most important of which are retrieval-based learning strategies. Retrieval is not only an important evaluative tool in knowledge testing but also one of the most practical ways to make learning durable. The effectiveness of retrieval-based strategies has been convincingly demonstrated in numerous cognitive science studies, and the neurophysiological basis of this effectiveness is becoming better understood. This article reviews the evidence supporting the use of retrieval-based strategies and provides recommendations for their implementation.

In this article in our durable learning series, we explore a very important concept in learning science known as interleaving. While the value of interleaving has been demonstrated in multiple disciplines, it would appear to be significantly underutilized, especially given its potential benefit. In this piece, we will explain what interleaving is and how it is postulated to work from a neuroscientific perspective. We will also look at the evidence that supports its use and then provide recommendations on how medical educators and learners can incorporate it into their approach to learning.

The purpose of this article is to introduce the learning method called spaced practice, which has been shown to be an effective approach for better retention of information in long-term memory. Spacing as an educational strategy involves spreading out the study of content to be learned over time rather than engaging in protracted study sessions focusing on a single subject. Both cognitive science and neuroscience have reported significant evidence to support the efficacy of spaced learning. It is a powerful learning technique for students and should be integrated into medical education and employed by learners in studying.

This article gives an overview of the different types of memory and the process of memory formation, drawing conclusions and exploring how understanding memory can be leveraged within the context of medical education.

After reading this article, readers should be able to have a basic understanding of the history of learning, an array of learning theories, and ineffective as well as effective conventions of medical education. This knowledge should allow educators to understand the importance of making evidence-based choices in their teaching practice.

Learn effective strategies for teaching clinical reasoning and clinical judgment in health professions education.

Educators and students alike often think of an assessment as the final stop on the path of learning. Our current understanding of cognitive and neuroscience has taught us, however, that assessments can be an invaluable learning tool as well as a means of evaluation. Properly designed and well-written assessments can determine mastery of material, grade or rank students, measure student progress, reinforce learning, motivate students, and provide feedback to instructors (1). Assessments include more than just written exams; they encompass any form of evaluation or appraisal of a student’s educational progress by formal or informal means.

We can’t see learning happen, so how do we know it has occurred? Educators rely on observable behaviors as indicators of students’ skills, knowledge, and dispositions. Observable behaviors might include creating a concept map, demonstrating suturing skills, or communicating compassionately with patients. If a student could not successfully perform these before instruction and can perform them after, it is presumed learning has occurred. These desired observable behaviors are defined and communicated in learning objectives: concise statements of what a learner will be able to do as a result of instruction (1).

The purpose of this article is to introduce effective presentations, which have a set of key qualities: they are appealing, engaging, informative, and concise. Effective presentations gain attention and captivate the audience, but most importantly, they convey information and ideas memorably. Using evidence-based principles in educational multimedia can ensure the development of high-quality learning experiences. In fact, effective presentations have a set of core principles, a host of learner benefits, and a solid foundation in cognitive science. The article also explores the real-world implementation of effective presentations and share a practical application method that educators everywhere can use to develop effective multimedia in their classrooms.

Learn about Instructional Design, its benefits, how it helps support the alignment and integration of instructional goals, activities, and resources, and a practical implementation method for daily education practices.