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Simulation-based education for novices: complex learning tasks promote reflective practice.

Marie-Laurence Tremblay1, Jimmie Leppink2, Gilles Leclerc3

  • 1Faculty of Pharmacy, Laval University, Quebec, Quebec, Canada.

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Complex tasks in simulated clinical immersion (SCI) increase cognitive load but enhance learning for pharmacy students. While simple tasks boost confidence, complex tasks foster deeper reflection and a more valuable educational experience.

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Area of Science:

  • Pharmacy Education
  • Medical Simulation
  • Cognitive Load Theory

Background:

  • Simulated clinical immersion (SCI) exposes novices to complex problems in a controlled environment.
  • Undergraduate students may be overwhelmed by SCI tasks, potentially leading to inaccurate learning assessments.
  • Task complexity in SCI must be balanced with learner expertise, as intrinsic and extraneous factors influence perceived difficulty and cognitive processes.

Purpose of the Study:

  • To investigate the impact of task complexity on cognitive load, performance, and learning perception in undergraduate pharmacy students during SCI.
  • To analyze how different levels of task difficulty affect students' cognitive processes and self-evaluation within a simulated clinical setting.

Main Methods:

  • A mixed-methods study involving 167 second-year pharmacy students randomly assigned to simple and complex SCI tasks.
  • Measurement of cognitive load, task performance, and time on task post-task and post-debriefing.
  • Semi-structured interviews with students exhibiting varied cognitive load to explore perceptions of learning complex tasks.

Main Results:

  • Complex SCI tasks resulted in higher cognitive load and longer task completion times compared to simple tasks, yet performance remained high for both.
  • Students reported that lack of clinical experience, unfamiliar resources, and time constraints hindered clinical reasoning and self-assessment.
  • Simple tasks enhanced student confidence, while complex tasks promoted reflective practice during debriefings.

Conclusions:

  • Despite increased cognitive demand and time, students perceived greater learning value from complex SCI tasks.
  • Complex tasks in SCI offer a more challenging and ultimately more beneficial learning experience for developing clinical reasoning skills.
  • Adapting task complexity in SCI is crucial for optimizing cognitive load and maximizing the educational benefits for pharmacy students.