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Practising what we preach: using cognitive load theory for workshop design and evaluation.

Laura M Naismith1,2, Faizal A Haji3,4, Matthew Sibbald5

  • 1HoPingKong Centre for Excellence in Education and Practice, University Health Network - Toronto Western Hospital, 399 Bathurst Street, East Wing 8-427C, Toronto, ON, M5T 2S8, Canada. laura.naismith@uhnresearch.ca.

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Cognitive load theory effectively guides instructional design for clinical educators. This framework optimizes professional development workshops by managing learning complexity and minimizing distractions for improved medical education.

Keywords:
Cognitive load theoryFaculty developmentProgramme evaluation

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Area of Science:

  • Medical Education
  • Cognitive Psychology
  • Instructional Design

Background:

  • Theory-based instructional design is crucial in medical education.
  • Clinical educators require effective professional development.
  • Cognitive Load Theory provides a framework for optimizing learning.

Purpose of the Study:

  • To present a theory-driven approach to designing instruction for clinical educators.
  • To adopt Cognitive Load Theory as a framework for professional development workshops.
  • To evaluate the effectiveness of workshops designed using Cognitive Load Theory.

Main Methods:

  • Designed and delivered professional development workshops based on Cognitive Load Theory.
  • Utilized two rating scales to measure participants' cognitive load (intrinsic, germane, extraneous).
  • Collected narrative comments for qualitative evaluation and quality improvement.

Main Results:

  • Participant ratings indicated optimized learning through effective management of intrinsic, germane, and extraneous cognitive load.
  • Narrative comments aligned with Cognitive Load Theory categories, offering specific improvement directions.
  • Workshop design successfully managed complexity, stimulated processing, and minimized distracters.

Conclusions:

  • A Cognitive Load Theory approach is feasible and beneficial for designing and evaluating medical education workshops.
  • This framework enhances professional development by optimizing the learning experience for clinical educators.
  • The study demonstrates practical application of cognitive theory in medical training.