APA (7th ed.) Citation

M, I., MSA, K., J, A., R, K., A, A., R, D., . . . P, K. (2026). The instructional modality used for contextual vertical integration of anatomy influences cognitive load and performance during an operative interpretation task in undergraduate gynaecology students: Evidence from a multi-centre cluster-randomised controlled trial. Frontiers in medicine, 13, 1827733. https://doi.org/10.3389/fmed.2026.1827733

Chicago Style (17th ed.) Citation

M, Ismail-Khan, et al. "The Instructional Modality Used for Contextual Vertical Integration of Anatomy Influences Cognitive Load and Performance During an Operative Interpretation Task in Undergraduate Gynaecology Students: Evidence from a Multi-centre Cluster-randomised Controlled Trial." Frontiers in Medicine 13 (2026): 1827733. https://doi.org/10.3389/fmed.2026.1827733.

MLA (9th ed.) Citation

M, Ismail-Khan, et al. "The Instructional Modality Used for Contextual Vertical Integration of Anatomy Influences Cognitive Load and Performance During an Operative Interpretation Task in Undergraduate Gynaecology Students: Evidence from a Multi-centre Cluster-randomised Controlled Trial." Frontiers in Medicine, vol. 13, 2026, p. 1827733, https://doi.org/10.3389/fmed.2026.1827733.