Cognitive Load Theory: Implications for medical education: AMEE Guide No. 86

Abstract

Cognitive Load Theory (CLT) builds upon established models of human memory that include the subsystems of sensory, working and long-term memory. Working memory (WM) can only process a limited number of information elements at any given time. This constraint creates a "bottleneck" for learning. CLT identifies three types of cognitive load that impact WM: intrinsic load (associated with performing essential aspects of the task), extraneous load (associated with non-essential aspects of the task) and germane load (associated with the deliberate use of cognitive strategies that facilitate learning). When the cognitive load associated with a task exceeds the learner's WM capacity, performance and learning is impaired. To facilitate learning, CLT researchers have developed instructional techniques that decrease extraneous load (e.g. worked examples), titrate intrinsic load to the developmental stage of the learner (e.g. simplify task without decontextualizing) and ensure that unused WM capacity is dedicated to germane load, i.e. cognitive learning strategies. A number of instructional techniques have been empirically tested. As learners' progress, curricula must also attend to the expertise-reversal effect. Instructional techniques that facilitate learning among early learners may not help and may even interfere with learning among more advanced learners. CLT has particular relevance to medical education because many of the professional activities to be learned require the simultaneous integration of multiple and varied sets of knowledge, skills and behaviors at a specific time and place. These activities possess high "element interactivity" and therefore impose a cognitive load that may surpass the WM capacity of the learner. Applications to various medical education settings (classroom, workplace and self-directed learning) are explored.

The development and evaluation of mini-GEMs – short, focused, online e-learning videos in geriatric medicine

“…These consider processing of audio, visual and textual information [13] and describe the capacity of working memory to be limited, with learning becoming more difficult if the cognitive load of a task exceeds this limit [14]. MiniGEMs were designed to minimise cognitive load by restricting information on each slide, ensuring slide layout was minimalist and providing time for learners to attend to content.…”

Optimiser l’usage des cartes conceptuelles dans l’apprentissage par problèmes (APP) dans le cursus préclinique : le point de vue des enseignants

“…et biomé-dicales (causes) représentées. Une meilleure repré-sentation de la tâche à réaliser peut contribuer à diminuer la charge cognitive « inutile » [19] , résultant des questionnements sur la façon de réaliser la tâche (comment je m'y prends, qu'est-ce qui est attendu de moi ?) et à diriger les ressources cognitives des étu-diants vers les activités de compréhension du domaine à l'étude, notamment à la phase de l'étude individuelle.…”

Functional and structural impact of the loss of the leucine-rich repeat protein LRIT1 in the mouse retina.

“…The split effect requires the student to split their attention to integrate several pieces of information, which requires more mental effort overall (30). Thus, intrinsic, extraneous, and germane loads directly apply to the organization and specific articulation of provided material in online lessons (29). Thus, teachers should carefully choose included written text, graphics, audio/visual files, and additional resources to balance the overall cognitive load and ease learning for novice students.…”

“…It is also possible that TRPM1 gating may require nyctalopin. of proteins and was the first member of the TRP melanoma-related subfamily (TRPM) (29). TRPM1 is one of eight TRPM proteins identified in humans and mice.…”

“…To address material chunking, content should be designed and presented in such a way as to require a minimal amount of possible effort for the learner. This is based on the cognitive load theory, which is the total amount of mental effort required for learning new content dependent on the content presentation (29). All learning initially takes place in the working memory (11,30).…”