Cognitive load theory in health professional education: design principles and strategies

AbstractIntroduction: Medical Education has recently taken its position in Health professional education, however still it is not very popular in Dentistry, though professional are working hard to apply its principals. In the recent past Orthodontic education has been revolutionized and instructional strategies and designs to reduce the cognitive load and improve learner’s germane load have been employed. However literature discusses educationist`s perspective while student`s perspective regarding this have not been explored much. Aim of this study is to assess student`s perspective about different instructional strategies discussed through examples used to manage cognitive load in Orthodontic Education.Materials and Method: The study was conducted through a 14 instrument questionnaire on a sample consisted of Sixty Six final year BDS students (12 males and 44 females) from University College of Dentistry, The University of Lahore.Results: Student`s perspective through orthodontic examples for instructional strategies to manage cognitive load was assessed. Dental students reported positively to all questions in the questionnaire except the question regarding Goal free principle.Results: Different instructional strategies to reduce extrinsic load, manage intrinsic load and optimize germane load through examples from orthodontic syllabi have been given.Conclusion: Student`s perspective as assessed thro-ugh questionnaire is mostly in accordance with the literature, except for goal free principle where only 25.75% student responded that this instructional strategy will improve learning.

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

Frontiers in Medicine ◽

10.3389/fmed.2021.739238 ◽

2021 ◽

Vol 8 ◽

Author(s):

Siti Nurma Hanim Hadie ◽

Vina Phei Sean Tan ◽

Norsuhana Omar ◽

Nik Aloesnisa Nik Mohd Alwi ◽

Hooi Lian Lim ◽

...

Keyword(s):

Cognitive Load ◽

Professional Education ◽

Cognitive Load Theory ◽

Cognitive Theory ◽

Cognitive Engagement ◽

Health Profession ◽

Learning Material ◽

Load Theory ◽

Online Lectures ◽

The Impact

This study explored the impact of online lectures that were developed using principles of cognitive load theory (CLT) and cognitive theory of multimedia learning (CTML) on health profession students' lecture comprehension, cognitive load, cognitive engagement, and intrinsic motivation in learning. A total of 215 first-year undergraduate students in medical, dentistry, and nutrition programs participated in this pre-post quasi experimental study. The students attended a typical face-to-face lecture on Day-1 of the intervention, followed by a CLT-based online lecture 8 weeks thereafter. Their comprehension of the lecture topics was measured through pre- and post-lecture assessments, and their cognitive load, cognitive engagement, and motivation were measured immediately after each lecture session. The analysis revealed that the CLT-based online lectures promoted the students' comprehension of the lecture content (p < 0.001), self-perceived learning (p < 0.001), engagement toward the learning material, and motivation to learn (p = 0.025). It was also effective at reducing the students' intrinsic and extraneous cognitive loads (p < 0.001). Hence, designing online lectures using CLT and CTML principles could be an effective method to promote students' knowledge and comprehension, cognitive engagement, and learning motivation. However, further research is needed to investigate the applicability and impact of CLT-based online lectures in non-health profession disciplines.

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Education interventions for health professionals on falls prevention in health care settings: a 10-year scoping review

BMC Geriatrics ◽

10.1186/s12877-020-01819-x ◽

2020 ◽

Vol 20 (1) ◽

Author(s):

L. Shaw ◽

D. Kiegaldie ◽

M. K. Farlie

Keyword(s):

Health Professional ◽

Scoping Review ◽

Professional Education ◽

Health Professionals ◽

Falls Prevention ◽

Health Professional Education ◽

Reporting Framework ◽

Education Design ◽

Education Interventions

Abstract Background Falls in hospitals are a major risk to patient safety. Health professional education has the potential to be an important aspect of falls prevention interventions. This scoping review was designed to investigate the extent of falls prevention education interventions available for health professionals, and to determine the quality of reporting. Method A five stage scoping review process was followed based on Arksey and O’Malley’s framework and refined by the Joanna Briggs Institute Methodology for JBI Scoping Reviews. Five online databases identified papers published from January 2008 until May 2019. Papers were independently screened by two reviewers, and data extracted and analysed using a quality reporting framework. Results Thirty-nine publications were included. Interventions included formal methods of educational delivery (for example, didactic lectures, video presentations), interactive learning activities, experiential learning, supported learning such as coaching, and written learning material. Few studies employed comprehensive education design principles. None used a reporting framework to plan, evaluate, and document the outcomes of educational interventions. Conclusions Although health professional education is recognised as important for falls prevention, no uniform education design principles have been utilised in research published to date, despite commonly reported program objectives. Standardised reporting of education programs has the potential to improve the quality of clinical practice and allow studies to be compared and evaluated for effectiveness across healthcare settings.

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Visual representations in science education: The influence of prior knowledge and cognitive load theory on instructional design principles

Science Education ◽

10.1002/sce.20164 ◽

2006 ◽

Vol 90 (6) ◽

pp. 1073-1091 ◽

Cited By ~ 230

Author(s):

Michelle Patrick Cook

Keyword(s):

Science Education ◽

Instructional Design ◽

Cognitive Load ◽

Prior Knowledge ◽

Cognitive Load Theory ◽

Visual Representations ◽

Design Principles ◽

Load Theory ◽

Instructional Design Principles

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Cognitive Load Theory

10.1017/cbo9780511844744 ◽

2009 ◽

Cited By ~ 150

Keyword(s):

Cognitive Load ◽

Cognitive Load Theory ◽

Load Theory

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Assessment of Cognitive Load in Multimedia Learning Using Dual-Task Methodology

Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) ◽

10.1027//1618-3169.49.2.109 ◽

2002 ◽

Vol 49 (2) ◽

pp. 109-119 ◽

Cited By ~ 120

Author(s):

Roland Brünken ◽

Susan Steinbacher ◽

Jan L. Plass ◽

Detlev Leutner

Keyword(s):

Cognitive Load ◽

Dual Task ◽

Cognitive Load Theory ◽

Multimedia Learning ◽

Learning Systems ◽

Learning Materials ◽

New Approach ◽

Direct Assessment ◽

Load Theory ◽

Audiovisual Presentation

Abstract. In two pilot experiments, a new approach for the direct assessment of cognitive load during multimedia learning was tested that uses dual-task methodology. Using this approach, we obtained the same pattern of cognitive load as predicted by cognitive load theory when applied to multimedia learning: The audiovisual presentation of text-based and picture-based learning materials induced less cognitive load than the visual-only presentation of the same material. The findings confirm the utility of dual-task methodology as a promising approach for the assessment of cognitive load induced by complex multimedia learning systems.

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