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Using Cognitive Load Theory to Improve Teaching in the Clinical Workplace
Manu V Venkat1, Patricia S O'Sullivan2, John Q Young3
1Resident, Department of Medicine, New York-Presbyterian Hospital and Columbia University Medical Center.
Mededportal : the Journal of Teaching and Learning Resources
|October 21, 2020
Summary
Cognitive Load Theory (CLT) training improved health professions educators' understanding and application of working memory principles in teaching. The workshop successfully increased educators' familiarity with CLT and inspired practical changes in their workplace teaching methods.
Area of Science:
- Educational Psychology
- Cognitive Science
- Health Professions Education
Background:
- Cognitive Load Theory (CLT) identifies working memory limitations as key to learning.
- CLT categorizes cognitive load into intrinsic, germane, and extraneous types, impacting instructional design.
- Health professions education can benefit from CLT, but resources for workplace educators are scarce.
Purpose of the Study:
- To develop and evaluate a workshop on Cognitive Load Theory for health professions workplace educators.
- To assess the impact of the workshop on educators' understanding, familiarity, and application of CLT principles.
Main Methods:
- A 2-hour workshop was designed incorporating large-group, small-group, and individual reflective activities.
- Pre- and post-workshop surveys assessed familiarity with CLT.
- A follow-up survey evaluated knowledge retention and application of CLT concepts.
Main Results:
- 134 educators participated, finding CLT relevant to diverse teaching scenarios.
- Self-assessed familiarity with CLT increased significantly post-workshop (mean 36 to 59).
- Follow-up assessments showed 85% content knowledge, with ~50% planning CLT-based teaching changes.
Conclusions:
- The workshop effectively imparted CLT knowledge and practical application strategies.
- Educators were empowered to develop and implement CLT-based interventions in their teaching.
- This initiative addresses the need for accessible CLT education in health professions settings.
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