| 1 |
Using Cognitive Load Theory to Improve Teaching in the Clinical Workplace
|
|
|
|
In: MedEdPORTAL (2020)
|
|
Abstract:
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.
|
|
Keyword:
Original Publication
|
|
URL: https://doi.org/10.15766/mep_2374-8265.10983
http://www.ncbi.nlm.nih.gov/pubmed/33083535
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7549387/
|
|
BASE
|
|
Hide details
|
|
|
| 3 |
Challenges and adaptations in implementing an English-medium medical program:a case study in China.
|
|
|
|
In: BMC medical education, vol 19, iss 1 (2019)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Challenges and adaptations in implementing an English-medium medical program:a case study in China
|
|
|
|
In: Yang, Miao; O'Sullivan, Patricia S; Irby, David M; Chen, Zexin; Lin, Chun; & Lin, Changmin. (2019). Challenges and adaptations in implementing an English-medium medical program:a case study in China. BMC MEDICAL EDUCATION, 19(1), 15. doi:10.1186/s12909-018-1452-3. UCSF: Retrieved from: http://www.escholarship.org/uc/item/05n0g32d (2019)
|
|
BASE
|
|
Show details
|
|
|
| 5 |
The Dialectic of Marguerite de Navarre
|
|
|
|
In: Georgia State Undergraduate Research Conference (2016)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
The Influence of Different Virtual Manipulative Types on Student-Led Techno-Mathematical Discourse
|
|
|
|
In: Teacher Education and Leadership Faculty Publications (2016)
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Negotiating White Science in a Racially and Ethnically Diverse United States
|
|
|
|
In: Middle and Secondary Education Dissertations (2015)
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Predictors of achievement when virtual manipulatives are used for mathematics instruction
|
|
|
|
In: Teacher Education and Leadership Faculty Publications (2014)
|
|
BASE
|
|
Show details
|
|
|
| 9 |
An Examination of Commuter and Residential Student Time Allocation and Relationship to Student Retention
|
|
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Bimusical Identity of Children in a Mexican American School
|
|
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Perceptions of Administrators and Teachers Regarding Kindergarten Giftedness
|
|
|
|
In: Doctoral Dissertations and Projects (2011)
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Common Features of Professional Development Activities for Mathematics and Science Teachers
|
|
|
|
In: Teacher Education and Leadership Faculty Publications (2011)
|
|
BASE
|
|
Show details
|
|
|
| 17 |
Teaching Feedback to First-year Medical Students: Long-term Skill Retention and Accuracy of Student Self-assessment
|
|
|
|
In: Kruidering-Hall, Marieke; O’Sullivan, Patricia S.; & Chou, Calvin L.(2009). Teaching Feedback to First-year Medical Students: Long-term Skill Retention and Accuracy of Student Self-assessment. Journal of General Internal Medicine, 24(6), pp 721-726. doi:10.1007/s11606-009-0983-z. Retrieved from: http://www.escholarship.org/uc/item/3303q5n3 (2009)
|
|
BASE
|
|
Show details
|
|
|
| 18 |
Urinary incontinence in community-dwelling older Mexican American and European American women
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
