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Applying Cognitive Load Theory to Best Practices in Pharmacy Education: A Narrative Review
Mohammed A Islam1, Suhui Yang1, Lauren Kim1
1School of Pharmacy, American University of Health Sciences, Signal Hill, CA.
American Journal of Pharmaceutical Education
|July 29, 2026
Summary
Cognitive Load Theory (CLT) optimizes learning in pharmacy education by managing intrinsic, extraneous, and germane cognitive load. Applying CLT principles enhances instructional strategies, curriculum design, and assessments for practice-ready pharmacists.
Area of Science:
- Educational Psychology
- Pharmacy Education
Background:
- Cognitive Load Theory (CLT) offers a science-based framework for optimizing learning.
- Understanding human cognitive architecture is key to effective instructional design.
Purpose of the Study:
- To review evidence on applying CLT principles in Doctor of Pharmacy (PharmD) programs.
- To inform instructional strategies, curriculum design, assessment, and faculty development.
Main Methods:
- Narrative review synthesizing existing evidence on CLT in pharmacy education.
- Analysis of CLT's impact on intrinsic, extraneous, and germane cognitive load.
Main Results:
- CLT strategies like segmentation and scaffolding manage intrinsic load for schema development.
- Reducing extraneous load via clear materials and multimedia principles enhances working memory.
- Promoting germane load through active learning and retrieval practice deepens learning.
- CLT aligns curriculum with standards, informs assessment design, and guides faculty development.
Conclusions:
- CLT provides an integrative framework to improve teaching effectiveness and curricular coherence.
- Embedding CLT enhances learning efficiency and reduces cognitive burden.
- CLT supports the development of adaptive, practice-ready pharmacists.
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