COGNITIVE LOAD THEORY

Cognitive Load Theory is a model that deals with the working memory of the learner.  A curriculum designed with cognitive load theory in mind is one that weighs the balance between intrinsic, extraneous and cognate load.  An understanding of these elements and optimizing a curriculum can lend to better transfer of knowledge/learning to trainees.  Below you will find articles and animations that will help clarify cognitive load theory and we will practice applying the concepts in the classroom.

Readings:

1.     Young, JQ, Merrienboer, JV et al., (2014) Cognitive Load Theory: Implications for medical education: AMEE Guide No. 86, Medical Teacher, 36:371-384.

2.     Sweller, J, et al., (1998) Cognitive Architecture and Instructional Design, Educational Psychology Review, Vol. 10(3): 251-296.

3.     Van Merriënboer, JJ, Sweller, J, (2010) Cognitive Load theory in health professional education: design principles and strategies, Med Education. 44:85-93.