Use of Cognitive Load Theory to Deploy Instructional Technology for Undergraduate Medical Education: a Scoping Review
Although new instructional technologies have been widely adopted, cognitive load theory (CLT) is rarely used to inform deployment of those technologies. This scoping review of published literature examined CLT use in the design of teaching technologies for medical students. Three databases were quer...
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| Published in | Medical science educator Vol. 32; no. 2; pp. 553 - 559 |
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| Main Authors | , |
| Format | Journal Article |
| Language | English |
| Published |
New York
Springer US
01.04.2022
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| Subjects | |
| Online Access | Get full text |
| ISSN | 2156-8650 2156-8650 |
| DOI | 10.1007/s40670-021-01499-1 |
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| Abstract | Although new instructional technologies have been widely adopted, cognitive load theory (CLT) is rarely used to inform deployment of those technologies. This scoping review of published literature examined CLT use in the design of teaching technologies for medical students. Three databases were queried, and thematic characteristics were extracted. Fourteen articles met the inclusion criteria. Themes extracted were: Subjects that are inherently visual were contexts for innovations, more than half of the interventions used the CLT modality principle, and CLT-based interventions had mostly positive outcomes. CLT is advantageous for medical education, but its full scope is rarely applied. A broader range of subject areas may benefit from CLT-based teaching. |
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| AbstractList | Although new instructional technologies have been widely adopted, cognitive load theory (CLT) is rarely used to inform deployment of those technologies. This scoping review of published literature examined CLT use in the design of teaching technologies for medical students. Three databases were queried, and thematic characteristics were extracted. Fourteen articles met the inclusion criteria. Themes extracted were: Subjects that are inherently visual were contexts for innovations, more than half of the interventions used the CLT modality principle, and CLT-based interventions had mostly positive outcomes. CLT is advantageous for medical education, but its full scope is rarely applied. A broader range of subject areas may benefit from CLT-based teaching. Although new instructional technologies have been widely adopted, cognitive load theory (CLT) is rarely used to inform deployment of those technologies. This scoping review of published literature examined CLT use in the design of teaching technologies for medical students. Three databases were queried, and thematic characteristics were extracted. Fourteen articles met the inclusion criteria. Themes extracted were: Subjects that are inherently visual were contexts for innovations, more than half of the interventions used the CLT modality principle, and CLT-based interventions had mostly positive outcomes. CLT is advantageous for medical education, but its full scope is rarely applied. A broader range of subject areas may benefit from CLT-based teaching.Although new instructional technologies have been widely adopted, cognitive load theory (CLT) is rarely used to inform deployment of those technologies. This scoping review of published literature examined CLT use in the design of teaching technologies for medical students. Three databases were queried, and thematic characteristics were extracted. Fourteen articles met the inclusion criteria. Themes extracted were: Subjects that are inherently visual were contexts for innovations, more than half of the interventions used the CLT modality principle, and CLT-based interventions had mostly positive outcomes. CLT is advantageous for medical education, but its full scope is rarely applied. A broader range of subject areas may benefit from CLT-based teaching. |
| Author | Stoddard, Hugh A. Hochstrasser, Kevin |
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| Cites_doi | 10.1002/ase.19 10.1080/0142159x.2018.1465182 10.1187/cbe.03-02-0006 10.1017/CBO9780511816819 10.1371/journal.pone.0152462 10.1518/001872098779480587 10.1097/00001888-200603000-00003 10.1002/ase.1487 10.1207/s15516709cog1202_4 10.1207/S15326985EP3801_6 10.1111/j.1365-2923.2009.03498.x 10.1002/lary.25449 10.1111/j.1365-2923.2010.03624.x 10.1186/1748-5908-5-69 10.1111/medu.12773 10.1016/j.compedu.2008.08.008 10.1002/ase.1480 10.1111/medu.12090 10.1016/j.jsurg.2015.09.010 10.1002/ar.b.20077 10.3109/0142159X.2015.1019438 10.1002/ar.b.20078 10.1007/s00464-019-06887-8 10.1002/ase.1965 10.1186/s41077-016-0022-1 10.1007/s11423-019-09690-3 10.1017/cbo9781139547369.005 10.1186/s12909-015-0452-9 |
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| References_xml | – volume: 1 start-page: 75 issue: 2 year: 2008 end-page: 83 ident: CR17 article-title: Effects of instructional strategies using cross sections on the recognition of anatomical structures in correlated CT and MR images publication-title: Anat Sci Educ doi: 10.1002/ase.19 – volume: 40 start-page: 684 issue: 7 year: 2018 end-page: 689 ident: CR25 article-title: The effect of distributed virtual reality simulation training on cognitive load during subsequent dissection training publication-title: Med Teach doi: 10.1080/0142159x.2018.1465182 – volume: 2 start-page: 162 issue: 3 year: 2003 end-page: 179 ident: CR22 article-title: Design and performance frameworks for constructing problem-solving simulations publication-title: Cell Biol Educ doi: 10.1187/cbe.03-02-0006 – year: 2005 ident: CR28 publication-title: The Cambridge handbook of multimedia learning doi: 10.1017/CBO9780511816819 – year: 2016 ident: CR12 article-title: Cognitive load and self-determination theories 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year: 2015 ident: 1499_CR6 publication-title: Med Teach doi: 10.3109/0142159X.2015.1019438 – volume: 40 start-page: 1 issue: 1 year: 1998 ident: 1499_CR9 publication-title: Hum Factors doi: 10.1518/001872098779480587 – volume: 286B start-page: 8 issue: 1 year: 2005 ident: 1499_CR5 publication-title: Anat Rec doi: 10.1002/ar.b.20077 – ident: 1499_CR13 – volume: 68 start-page: 293 issue: 1 year: 2020 ident: 1499_CR18 publication-title: Education Tech Research Dev doi: 10.1007/s11423-019-09690-3 – volume: 12 start-page: 257 issue: 2 year: 1988 ident: 1499_CR1 publication-title: Cogn Sci doi: 10.1207/s15516709cog1202_4 – volume: 73 start-page: 45 issue: 1 year: 2016 ident: 1499_CR24 publication-title: J Surg Educ doi: 10.1016/j.jsurg.2015.09.010 – volume: 5 start-page: 1 issue: 1 year: 2010 ident: 1499_CR10 publication-title: Implement Sci doi: 10.1186/1748-5908-5-69 – volume: 14 start-page: 342 issue: 3 year: 2020 ident: 1499_CR20 publication-title: Anat Sci Educ doi: 10.1002/ase.1965 – ident: 1499_CR2 doi: 10.1017/cbo9781139547369.005 – volume: 1 start-page: 75 issue: 2 year: 2008 ident: 1499_CR17 publication-title: Anat Sci Educ doi: 10.1002/ase.19 – volume: 1 start-page: 1 issue: 1 year: 2016 ident: 1499_CR26 publication-title: Adv Simul doi: 10.1186/s41077-016-0022-1 – volume-title: The Cambridge handbook of multimedia learning year: 2005 ident: 1499_CR28 doi: 10.1017/CBO9780511816819 – volume: 81 start-page: 213 issue: 3 year: 2006 ident: 1499_CR7 publication-title: Acad Med doi: 10.1097/00001888-200603000-00003 – volume: 47 start-page: 375 issue: 4 year: 2013 ident: 1499_CR21 publication-title: Med Educ doi: 10.1111/medu.12090 – volume: 286B start-page: 15 issue: 1 year: 2005 ident: 1499_CR4 publication-title: Anat Rec doi: 10.1002/ar.b.20078 – volume: 44 start-page: 85 issue: 1 year: 2010 ident: 1499_CR8 publication-title: Med Educ doi: 10.1111/j.1365-2923.2009.03498.x – volume: 34 start-page: 1244 issue: 3 year: 2019 ident: 1499_CR27 publication-title: Surg Endosc doi: 10.1007/s00464-019-06887-8 – volume: 52 start-page: 292 issue: 2 year: 2009 ident: 1499_CR16 publication-title: Comput Educ doi: 10.1016/j.compedu.2008.08.008 – volume: 38 start-page: 43 issue: 1 year: 2003 ident: 1499_CR29 publication-title: Educational Psychologist doi: 10.1207/S15326985EP3801_6 – volume: 44 start-page: 543 issue: 6 year: 2010 ident: 1499_CR3 publication-title: Med Educ doi: 10.1111/j.1365-2923.2010.03624.x – volume: 8 start-page: 275 issue: 3 year: 2015 ident: 1499_CR23 publication-title: Anat Sci Educ doi: 10.1002/ase.1487 – volume: 8 start-page: 249 issue: 3 year: 2015 ident: 1499_CR19 publication-title: Anat Sci Educ doi: 10.1002/ase.1480 – ident: 1499_CR15 doi: 10.1186/s12909-015-0452-9 |
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| Title | Use of Cognitive Load Theory to Deploy Instructional Technology for Undergraduate Medical Education: a Scoping Review |
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