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Learning Engineering Applies the Learning Sciences
Published in Jim Goodell, Janet Kolodner, Learning Engineering Toolkit, 2023
Jim Goodell, Janet Kolodner, Aaron Kessler
Working memory—where new learning starts—has limited capacity and requires greater mental effort. Cognitive load is the effort used in working memory. In some cases, a heavy cognitive load can impede learning. Cognitive load theory suggests that learning experiences should be designed so that they don’t overload working memory.
Simulated Practice
Published in Christopher M. Hayre, William A. S. Cox, General Radiography, 2020
Figure 11.1 indicates complexity of a scenario may increase according to level of learning. Cognitive load theory aims to develop instructional design based around reducing load on a person’s working memory. Too much load on working memory reduces the brains ability to transform knowledge into long-term memory. There are three types of cognitive load: intrinsic which is the complexity of the information needed to be processed; extraneous load is information that is not linked to the learning task but uses working memory and is therefore a distraction; lastly, germane load that is mental effort that supports the development of schema in the long-term memory. Schema are describing a pattern of thought or behavior that organizes categories of information and the relationship among them. Individuals use schemata to help understand rapidly changing environments by influencing their attention and absorption of new knowledge. This builds new frameworks to support future learning.
Challenges in Learning and Teaching the Patient-Centered Clinical Method
Published in Moira Stewart, Judith Belle Brown, W Wayne Weston, Ian R McWhinney, Carol L McWilliam, Thomas R Freeman, Patient-Centered Medicine, 2013
W Wayne Weston, Judith Belle Brown
According to cognitive load theory, performance degrades when the learner is overloaded (Paas et al., 2003, 2004). Cognitive load theory assumes that working memory is limited – humans can attend to only a limited number of concepts at once (Miller, 1956). An expert has learned to “chunk” concepts together to free up space in working memory, but the novice is still struggling to know what goes together. For example, a novice has a hard enough time simply attending to all the elements of the functional inquiry until, with repeated practice, they can perform without referring to a checklist. Each element of the three broad categories of communication skills is gradually mastered, separate from the others, with repetition. However, in the fast-paced and messy setting of clinical practice, even an experienced clinician can become overwhelmed by the multiple factors that must be considered simultaneously. Imagine an office visit in which the patient says to her physician: “I’m really concerned about this chest pain I’ve been having.” And then she places her fist against her chest and the clinician notices a tear in her eye. At the same time, he hears a knock on the office door. How does the physician decide whether to first address the chest pain: “What does it feel like, how long does it last, what makes it better or worse? Are you having pain right now?” Or perhaps it would be better to explore her mood: “You seem upset; can you tell me about it?” And what about the distracting knock on the door? How can the physician handle that without losing this special moment in the interview? To top it off, he realizes he is already 20 minutes behind in his schedule and he promised to attend his son’s football game after school.
Concurrent versus terminal feedback: The effect of feedback delivery on lumbar puncture skills in simulation training
Published in Medical Teacher, 2023
Anna Liu, Melissa Duffy, Sandy Tse, Marc Zucker, Hugh McMillan, Patrick Weldon, Julie Quet, Michelle Long
Previous studies have not explicitly evaluated underlying cognitive processes to understand how each form of feedback influences learning. A prevalent theory in medical education literature is cognitive load theory, where it is assumed that the cognitive system has a finite working memory (WM) through which sensory data is processed and learning occurs (Young et al. 2014). Burden on WM is termed cognitive load (Young et al. 2014). Concurrent feedback may specifically benefit novice learners by reducing anxiety and providing guidance to a group with little experience; together, these factors reduce cognitive load (Fraser et al. 2012; Young et al. 2014; Moran 2016; Sweller et al. 2019). Conversely, expert learners already have background knowledge to guide their actions and thus, concurrent feedback may provide redundant information that increases their cognitive load as part of the expertise-reversal effect (Young et al. 2014). However, the link between learning theory and timing of feedback has not been specifically evaluated. Research in this area may help us better understand and optimize how different types of learners, including experts and novices, acquire competency in procedures.
Learning patient-centredness with simulated/standardized patients: A realist review: BEME Guide No. 68
Published in Medical Teacher, 2023
Christel Grau Canét-Wittkampf, Agnes Diemers, Kristin Van den Bogerd, Johanna Schönrock-Adema, Roger Damoiseaux, Dorien Zwart, Debbie Jaarsma, Saskia Mol, Katrien Bombeke, Esther de Groot
We identified middle range theories to substantiate our tentative final program theory. First of all, the fact that interventions with simulated patients create a safe learning environment, in which learners may be less overwhelmed by emotions and the context may be less complex compared to interventions with real patients, may lead to reduced cognitive load. According to the cognitive load theory (Young et al. 2014), this context results in more space available in learners’ working memory enabling them to process information more easily which optimizes learning. For instance, learners may bring up ‘personal topics’ more easily, not only because they feel less fear of doing so, but also because they have literally more ‘space’ in their working memory which enables them to focus on their communication, as part of patient-centredness.
Technology enhanced neuroanatomy teaching techniques: A focused BEME systematic review of current evidence: BEME Guide No. 75
Published in Medical Teacher, 2022
Hamish J. Newman, Amanda J. Meyer, Tim J. Wilkinson, Nalini Pather, Sandra. E. Carr
Cognitive load theory also explains why some modalities may work in some contexts over others; in particular extraneous overload, where a learner’s cognitive capacity is exceeded in certain situations. The cognitive load theory states that to acquire biologically secondary knowledge, a learner must obtain novel information in small amounts compatible with the working memory’s ability to process it (Sweller 2011). Stereoscopic 3D video and VR are good examples of where learners may experience the split-attention affect when presented with too much information simultaneously, and the extraneous cognitive load applied may have a negative influence on learning. These modalities may be better suited where less content is presented, and the novelty of the learning tools may be beneficial for engagement of the students.