Cognitive Load Theory for debriefing simulations: implications for faculty development

The debriefing is an essential component of simulation-based training for healthcare professionals, but learning this complex skill can be challenging for simulation faculty. There are multiple competing priorities for a debriefer's attention that can contribute to a high mental workload, which...

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Bibliographic Details
Published inAdvances in simulation (London) Vol. 3; no. 1; p. 28
Main Authors Fraser, Kristin L, Meguerdichian, Michael J, Haws, Jolene T, Grant, Vincent J, Bajaj, Komal, Cheng, Adam
Format Journal Article
LanguageEnglish
Published England BioMed Central 2018
BMC
Subjects
Innovation
Instructional design
Load
Memory
Professional development
School environment
Simulation
Theory
Workload
Workloads
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Summary:The debriefing is an essential component of simulation-based training for healthcare professionals, but learning this complex skill can be challenging for simulation faculty. There are multiple competing priorities for a debriefer's attention that can contribute to a high mental workload, which may adversely affect debriefer performance and consequently learner outcomes. In this paper, we conceptualize the debriefer as a learner of debriefing skills and we discuss Cognitive Load Theory to categorize the many potential mental loads that can affect the faculty debriefer as learner. We then discuss mitigation strategies that can be considered by faculty development programmes to enhance professional development of debriefing staff.
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ISSN:2059-0628
2059-0628
DOI:10.1186/s41077-018-0086-1