Jordan Jaime, Wagner Jason, Manthey David E, Wolff Meg, Santen Sally, Cico Stephen J
Department of Emergency Medicine, Ronald Reagan UCLA Medical Center, and Acute Care College David Geffen School of Medicine at UCLA Los Angeles CA.
Department of Emergency Medicine Washington University in St. Louis School of Medicine St. Louis MO.
AEM Educ Train. 2019 Oct 6;4(3):306-312. doi: 10.1002/aet2.10389. eCollection 2020 Jul.
Lectures are a common instructional method in medical education. Understanding the cognitive processes and theories involved in learning is essential for lecturers to be effective. Cognitive load theory is one theory that is becoming increasingly recognized in medical education and addresses the appropriate use of one's working memory. Memory is essential to knowledge acquisition. Two types of memory can be considered, working memory (processing of information) and long-term memory (storage of information). Working memory has a limited capacity. Cognitive load refers to the amount of information processing activity imposed on working memory and can be divided into three domains: intrinsic, extraneous, and germane. By attending to cognitive load, educators can promote learning. This paper highlights various ways of improving cognitive load for learners during lecture-based instruction by minimizing extraneous load, optimizing intrinsic load, and promoting germane load.
讲座是医学教育中一种常见的教学方法。对于讲师而言，要想取得良好的教学效果，理解学习过程中涉及的认知过程和理论至关重要。认知负荷理论是一种在医学教育中越来越受到认可的理论，它涉及工作记忆的合理运用。记忆对于知识获取至关重要。可以考虑两种类型的记忆，即工作记忆（信息处理）和长期记忆（信息存储）。工作记忆的容量有限。认知负荷是指施加在工作记忆上的信息处理活动量，可分为三个领域：内在负荷、外在负荷和关联负荷。通过关注认知负荷，教育工作者可以促进学习。本文重点介绍了在基于讲座的教学过程中，通过最小化外在负荷、优化内在负荷和促进关联负荷来提高学习者认知负荷的各种方法。
