Using Cognitive Load Theory to Improve Teaching in the Clinical Workplace
Introduction Cognitive load theory (CLT) views working memory as the primary bottleneck for learning, as it is limited in both capacity and retention. CLT delineates three types of activities that impose on working memory: intrinsic load, germane load, and extraneous load. These three constructs hav...
Guardado en:
Autores principales: | , , , |
---|---|
Formato: | article |
Lenguaje: | EN |
Publicado: |
Association of American Medical Colleges
2020
|
Materias: | |
Acceso en línea: | https://doaj.org/article/a180cc5c45514bec8719ab428b5555da |
Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
id |
oai:doaj.org-article:a180cc5c45514bec8719ab428b5555da |
---|---|
record_format |
dspace |
spelling |
oai:doaj.org-article:a180cc5c45514bec8719ab428b5555da2021-11-19T14:48:09ZUsing Cognitive Load Theory to Improve Teaching in the Clinical Workplace10.15766/mep_2374-8265.109832374-8265https://doaj.org/article/a180cc5c45514bec8719ab428b5555da2020-10-01T00:00:00Zhttp://www.mededportal.org/doi/10.15766/mep_2374-8265.10983https://doaj.org/toc/2374-8265Introduction Cognitive load theory (CLT) views working memory as the primary bottleneck for learning, as it is limited in both capacity and retention. CLT delineates three types of activities that impose on working memory: intrinsic load, germane load, and extraneous load. These three constructs have practical ramifications for direct teaching, learning environments, and curricular design. CLT could help educators across health professions improve quality of teaching, especially in demanding and unpredictable workplace environments. However, few educational resources exist to familiarize clinical workplace educators with CLT. Methods We developed a 2-hour workshop focused on CLT's core concepts and practical applications, targeted at health professions' workplace educators. It featured large-group, small-group, and individual reflective activities. An end-of-workshop survey was administered, and a follow-up survey was sent to participants 2 months after the workshop. Results A total of 134 educators attended the first two offerings of the workshop in two different states. Participants considered CLT as relevant to a variety of workplace teaching settings and activities. Participants' self-assessed familiarity with CLT on a 0–100 scale increased from a mean of 36 (SD = 26) before the workshop to 59 (SD = 17) after the workshop. At follow-up, participants scored an average of 85% on content knowledge questions. Approximately half of respondents to the follow-up survey stated they had made or planned to make specific changes to their workplace teaching leveraging tenets of CLT. Discussion The workshop conveyed CLT concepts and primed participants to independently craft CLT-based interventions for their own teaching practices.Manu V. VenkatPatricia S. O'SullivanJohn Q. YoungJustin L. SewellAssociation of American Medical CollegesarticleCognitive Load TheoryWorkplace TeachingInternal MedicineClinical Teaching/Bedside TeachingMedicine (General)R5-920EducationLENMedEdPORTAL, Vol 16 (2020) |
institution |
DOAJ |
collection |
DOAJ |
language |
EN |
topic |
Cognitive Load Theory Workplace Teaching Internal Medicine Clinical Teaching/Bedside Teaching Medicine (General) R5-920 Education L |
spellingShingle |
Cognitive Load Theory Workplace Teaching Internal Medicine Clinical Teaching/Bedside Teaching Medicine (General) R5-920 Education L Manu V. Venkat Patricia S. O'Sullivan John Q. Young Justin L. Sewell Using Cognitive Load Theory to Improve Teaching in the Clinical Workplace |
description |
Introduction Cognitive load theory (CLT) views working memory as the primary bottleneck for learning, as it is limited in both capacity and retention. CLT delineates three types of activities that impose on working memory: intrinsic load, germane load, and extraneous load. These three constructs have practical ramifications for direct teaching, learning environments, and curricular design. CLT could help educators across health professions improve quality of teaching, especially in demanding and unpredictable workplace environments. However, few educational resources exist to familiarize clinical workplace educators with CLT. Methods We developed a 2-hour workshop focused on CLT's core concepts and practical applications, targeted at health professions' workplace educators. It featured large-group, small-group, and individual reflective activities. An end-of-workshop survey was administered, and a follow-up survey was sent to participants 2 months after the workshop. Results A total of 134 educators attended the first two offerings of the workshop in two different states. Participants considered CLT as relevant to a variety of workplace teaching settings and activities. Participants' self-assessed familiarity with CLT on a 0–100 scale increased from a mean of 36 (SD = 26) before the workshop to 59 (SD = 17) after the workshop. At follow-up, participants scored an average of 85% on content knowledge questions. Approximately half of respondents to the follow-up survey stated they had made or planned to make specific changes to their workplace teaching leveraging tenets of CLT. Discussion The workshop conveyed CLT concepts and primed participants to independently craft CLT-based interventions for their own teaching practices. |
format |
article |
author |
Manu V. Venkat Patricia S. O'Sullivan John Q. Young Justin L. Sewell |
author_facet |
Manu V. Venkat Patricia S. O'Sullivan John Q. Young Justin L. Sewell |
author_sort |
Manu V. Venkat |
title |
Using Cognitive Load Theory to Improve Teaching in the Clinical Workplace |
title_short |
Using Cognitive Load Theory to Improve Teaching in the Clinical Workplace |
title_full |
Using Cognitive Load Theory to Improve Teaching in the Clinical Workplace |
title_fullStr |
Using Cognitive Load Theory to Improve Teaching in the Clinical Workplace |
title_full_unstemmed |
Using Cognitive Load Theory to Improve Teaching in the Clinical Workplace |
title_sort |
using cognitive load theory to improve teaching in the clinical workplace |
publisher |
Association of American Medical Colleges |
publishDate |
2020 |
url |
https://doaj.org/article/a180cc5c45514bec8719ab428b5555da |
work_keys_str_mv |
AT manuvvenkat usingcognitiveloadtheorytoimproveteachingintheclinicalworkplace AT patriciasosullivan usingcognitiveloadtheorytoimproveteachingintheclinicalworkplace AT johnqyoung usingcognitiveloadtheorytoimproveteachingintheclinicalworkplace AT justinlsewell usingcognitiveloadtheorytoimproveteachingintheclinicalworkplace |
_version_ |
1718420030588190720 |