Jeffrey is an Assistant Professor in the Department of Medical Education at the University of Illinois at Chicago College of Medicine. He received his PhD in Medical Sciences and HBSc in Neuroscience from the University of Toronto. During his PhD training, he completed a research fellowship at The Wilson Centre for Research in Education, where he was the 2017-2019 Richard and Elizabeth Currie Research Fellow.
His research examines how cognitive processes such as memory, problem-solving, and decision-making are impacted by different education experiences, knowledges, and contexts. Through his work, he aims to clarify the relationship between learners’ cognition and the curricula they experience, and how educators can design learning experiences that better prepare learners for the ambiguity they will encounter in their future clinical practice.
Jeffrey’s research has focused on the context of simulation-based training, where he has used quantitative and experimental methods to examine and critique how these technologies affect learning processes and outcomes. Using insights from cognitive psychology and clinical reasoning, he is exploring novel instructional strategies in simulation that support the learners’ integration of different types of foundational knowledge (e.g., basic, clinical, and social sciences), and assessing how such integrated instruction facilitates learners’ ability to transfer their learning to novel clinical problems and situations.
Cheung, J. J. H., Apramian, T., & Brydges, R. (2019). Starting Your Research Project: From Problem to Theory to Question. In D. Nestel & M. W. Scerbo (Eds.), Healthcare Simulation Research: A Practical Guide (pp. 21–27). Springer International Publishing. https://link.springer.com/chapter/10.1007/978-3-030-26837-4_4.
Cheung, J. J. H., Kulasegaram, K. M., Woods, N. N., & Brydges, R. (2019). Why Content and Cognition Matter: Integrating Conceptual Knowledge to Support Simulation-Based Procedural Skills Transfer. Journal of General Internal Medicine, 34(6), 969–977. https://doi.org/10.1007/s11606-019-04959-y
Naismith, L. M., Cheung, J. J. H., Sibbald, M., Tavares, W., Cavalcanti, R. B., Haji, F. A., & Fraser, K. L. (2019). Chapter 10 – Using Cognitive Load Theory to Optimize Simulation Design. In G. Chiniara (Ed.), Clinical Simulation (Second Edition) (pp. 129–141). Academic Press. https://doi.org/10.1016/B978-0-12-815657-5.00010-3
Cheung, J. J. H., Kulasegaram, K. M., Woods, N. N., Moulton, C., Ringsted, C. V., & Brydges, R. (2018). Knowing How and Knowing Why: testing the effect of instruction designed for cognitive integration on procedural skills transfer. Advances in Health Sciences Education, 23(1), 61–74. https://doi.org/10.1007/s10459-017-9774-1
Cheung, J. J. H., Koh, J., Brett, C., Bägli, D. J., Kapralos, B., & Dubrowski, A. (2016). Preparation With Web-Based Observational Practice Improves Efficiency of Simulation-Based Mastery Learning. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare, 11(5), 316–322. https://doi.org/10.1097/SIH.0000000000000171
Haji, F. A., Cheung, J. J. H., Woods, N., Regehr, G., de Ribaupierre, S., & Dubrowski, A. (2016). Thrive or overload? The effect of task complexity on novices’ simulation-based learning. Medical Education, 50(9), 955–968. https://doi.org/10.1111/medu.13086
Cheung, J. J. H., & Kulasegaram, K. M. (2015). Educational blasphemy? Questioning the (w)holiness of whole-task curricula. Medical Education, 49(10), 1049–1049. https://doi.org/10.1111/medu.12799
Naismith, L. M., Cheung, J. J. H., Ringsted, C., & Cavalcanti, R. B. (2015). Limitations of subjective cognitive load measures in simulation-based procedural training. Medical Education, 49(8), 805–814. https://doi.org/10.1111/medu.12732
Haji, F. A., Hoppe, D. J., Morin, M.-P., Giannoulakis, K., Koh, J., Rojas, D., & Cheung, J. J. H. (2014). What we call what we do affects how we do it: a new nomenclature for simulation research in medical education. Advances in Health Sciences Education, 19(2), 273–280. https://doi.org/10.1007/s10459-013-9452-x