Science of Learning Strategy Series: Article 8, Managing Cognitive Load to Maximize Learning

The science of learning (learning science) is an interprofessional field that concerns itself with how the brain learns and remembers important information. Learning science has compiled a set of evidence-based strategies, such as distributed practice, retrieval practice, interleaving, elaboration, and contextual learning, which are quite relevant to continuing professional development (CPD). Spreading out study and practice separated by cognitive breaks (distributed practice), testing oneself to check mastery and memory of previously learned information (retrieval practice), mixing the learning of separate but associated information (interleaving), making connections between concepts one is trying to learn and other known concepts (elaboration), and leveraging cues to remember important information (contextual learning) represent strategies that are underutilized in CPD. Participants and planners alike can benefit from learning science recommendations to inform their decisions. Managing cognitive load, the subject of this article, is another evidence-based strategy that supports the study and practice of important information. By better understanding cognitive load to avoid unnecessary and excessive mental strain, CPD participants and planners can make more informed educational decisions.