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Cognitive load theory: Implications for assessment in pharmacy education.
Kyle John Wilby1, Bridget Paravattil2
1School of Pharmacy, University of Otago, PO Box 56, Dunedin, 9054, New Zealand.
Research in Social & Administrative Pharmacy : RSAP
|December 28, 2020
Summary
Understanding assessor mental workload is crucial for effective education assessments. Reducing task complexity and distractions can improve the quality of evaluations in fields like pharmacy education.
Area of Science:
- Educational Psychology
- Cognitive Science
- Health Professions Education
Background:
- Mental workload is extensively studied in learners but less so in assessors.
- Cognitive Load Theory outlines intrinsic, extraneous, and germane load.
- High mental workload in assessors can negatively impact assessment quality.
Purpose of the Study:
- To provide a theoretical overview of mental workload in assessment.
- To review medical education research on assessor mental workload.
- To propose strategies for reducing mental workload in pharmacy education assessments.
Main Methods:
- Theoretical review and synthesis of existing literature.
- Analysis of cognitive load theory principles.
- Application of findings from medical education to pharmacy education.
Main Results:
- Intrinsic and extraneous load are significant factors in rater-based assessments.
- High loads can impair assessor attention and working memory.
- Reducing these loads is essential for improving assessment quality.
Conclusions:
- Pharmacy educators should prioritize minimizing intrinsic and extraneous load in assessments.
- Strategies to reduce assessor mental workload are needed for better educational outcomes.
- Further research is required to develop and validate these strategies.
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