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Using Cognitive Load Theory to Improve Teaching in the Clinical Workplace.

التفاصيل البيبلوغرافية
العنوان: Using Cognitive Load Theory to Improve Teaching in the Clinical Workplace.
المؤلفون: Venkat MV; Resident, Department of Medicine, New York-Presbyterian Hospital and Columbia University Medical Center., O'Sullivan PS; Professor, Department of Medicine, University of California, San Francisco School of Medcine., Young JQ; Professor and Vice Chair for Education, Department of Psychiatry, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell., Sewell JL; Associate Professor, Department of Medicine and Division of Gastroenterology, Zuckerberg San Francisco General Hospital and University of California, San Francisco, School of Medicine.
المصدر: MedEdPORTAL : the journal of teaching and learning resources [MedEdPORTAL] 2020 Oct 02; Vol. 16, pp. 10983. Date of Electronic Publication: 2020 Oct 02.
نوع المنشور: Journal Article
اللغة: English
بيانات الدورية: Publisher: Association of American Medical Colleges Country of Publication: United States NLM ID: 101714390 Publication Model: Electronic Cited Medium: Internet ISSN: 2374-8265 (Electronic) Linking ISSN: 23748265 NLM ISO Abbreviation: MedEdPORTAL Subsets: MEDLINE
أسماء مطبوعة: Original Publication: Washington, DC : Association of American Medical Colleges, [2005]-
مواضيع طبية MeSH: Cognition* , Workplace*, Health Occupations ; Humans ; Learning
مستخلص: 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.
(© 2020 Venkat et al.)
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فهرسة مساهمة: Keywords: Clinical Teaching/Bedside Teaching; Cognitive Load Theory; Internal Medicine; Workplace Teaching
تواريخ الأحداث: Date Created: 20201021 Date Completed: 20210624 Latest Revision: 20210624
رمز التحديث: 20231215
مُعرف محوري في PubMed: PMC7549387
DOI: 10.15766/mep_2374-8265.10983
PMID: 33083535
قاعدة البيانات: MEDLINE
الوصف
تدمد:2374-8265
DOI:10.15766/mep_2374-8265.10983