虚拟教学课程认知负荷测量工具的效度证据。
Validity evidence for an instrument for cognitive load for virtual didactic sessions.
作者信息
Hickam Grace, Jordan Jaime, Haas Mary R C, Wagner Jason, Manthey David, John Cico Stephen, Wolff Margaret, Santen Sally A
机构信息
Medical Education Fellow Clinical Instructor Department of Emergency Medicine Virginia Commonwealth University Richmond Virginia USA.
Associate Professor of Clinical Emergency Medicine Associate Director of Residency Training Program Vice-Chair Acute Care College Department of Emergency Medicine David Geffen School of Medicine at UCLA Ronald Reagan UCLA Medical Center Los Angeles California USA.
出版信息
AEM Educ Train. 2022 Feb 1;6(1):e10718. doi: 10.1002/aet2.10718. eCollection 2022 Feb.
BACKGROUND
COVID necessitated the shift to virtual resident instruction. The challenge of learning via virtual modalities has the potential to increase cognitive load. It is important for educators to reduce cognitive load to optimize learning, yet there are few available tools to measure cognitive load. The objective of this study is to identify and provide validity evidence following Messicks' framework for an instrument to evaluate cognitive load in virtual emergency medicine didactic sessions.
METHODS
This study followed Messicks' framework for validity including content, response process, internal structure, and relationship to other variables. Content validity evidence included: (1) engagement of reference librarian and literature review of existing instruments; (2) engagement of experts in cognitive load, and relevant stakeholders to review the literature and choose an instrument appropriate to measure cognitive load in EM didactic presentations. Response process validity was gathered using the format and anchors of instruments with previous validity evidence and piloting amongst the author group. A lecture was provided by one faculty to four residency programs via Zoom. Afterwards, residents completed the cognitive load instrument. Descriptive statistics were collected; Cronbach's alpha assessed internal consistency of the instrument; and correlation for relationship to other variables (quality of lecture).
RESULTS
The 10-item Leppink Cognitive Load instrument was selected with attention to content and response process validity evidence. Internal structure of the instrument was good (Cronbach's alpha = 0.80). Subscales performed well-intrinsic load (α = 0.96, excellent), extrinsic load (α = 0.89, good), and germane load (α = 0.97, excellent). Five of the items were correlated with overall quality of lecture (< 0.05).
CONCLUSIONS
The 10-item Cognitive Load instrument demonstrated good validity evidence to measure cognitive load and the subdomains of intrinsic, extraneous, and germane load. This instrument can be used to provide feedback to presenters to improve the cognitive load of their presentations.
背景
新冠疫情使得住院医师教学转向线上进行。通过线上方式学习面临的挑战可能会增加认知负荷。教育工作者降低认知负荷以优化学习效果至关重要，但目前几乎没有可用的工具来测量认知负荷。本研究的目的是按照梅西克的框架识别并提供一种工具的效度证据，该工具用于评估虚拟急诊医学教学课程中的认知负荷。
方法
本研究遵循梅西克的效度框架，包括内容效度、反应过程效度、内部结构效度以及与其他变量的关系效度。内容效度证据包括：（1）参考馆员的参与及对现有工具的文献综述；（2）认知负荷领域的专家以及相关利益相关者参与文献综述并选择适合测量急诊医学教学演示中认知负荷的工具。反应过程效度通过具有先前效度证据的工具的格式和锚点收集，并在作者团队中进行预试验。一位教员通过Zoom向四个住院医师培训项目进行讲座。讲座结束后，住院医师完成认知负荷测量工具。收集描述性统计数据；Cronbach's α系数评估工具的内部一致性；以及与其他变量（讲座质量）的相关性。
结果
经过对内容和反应过程效度证据的考量，选择了10项的莱平克认知负荷测量工具。该工具的内部结构良好（Cronbach's α = 0.80）。分量表表现良好——内在负荷（α = 0.96，优秀）、外在负荷（α = 0.89，良好）和相关负荷（α = 0.97，优秀）。其中五项与讲座的总体质量相关（< 0.05）。
结论
10项认知负荷测量工具在测量认知负荷以及内在、外在和相关负荷子领域方面显示出良好的效度证据。该工具可用于向授课者提供反馈，以提高其授课的认知负荷。
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