Meguerdichian Michael, Walker Katie, Bajaj Komal
Department of Emergency Medicine, Institute for Medical Simulation and Advanced Learning, Harlem Hospital Center, Columbia University, New York, New York, USA.
Institute for Medical Simulation and Advanced Learning, NYC Health + Hospital, Bronx, New York, USA.
BMJ Simul Technol Enhanc Learn. 2016 Jul 4;2(4):131-138. doi: 10.1136/bmjstel-2015-000098. eCollection 2016.
This analysis explores how to optimise knowledge transfer in healthcare simulation by applying cognitive load theory to curriculum design and delivery for both novice and expert learners. This is particularly relevant for interprofessional learning which is team-based, as each participant comes to the simulation experience with different levels of expertise. Healthcare simulation can offer opportunities to create complex and dynamic experiences that replicate real clinical situations. Understanding Cognitive Load Theory can foster the acquisition of complex knowledge, skills and abilities required to deliver excellence in patient care without overwhelming a learner's ability to handle new materials due to working memory limitations. The 2 aspects of working memory that will be explored in this paper are intrinsic load and extrinsic load. These will be addressed in terms of the learner's level of expertise and how to consider these elements to enhance the learning environment in simulation scenario development and delivery. By applying the concepts of Cognitive Load Theory, this paper offers educators a method to tailor their curricula to navigate working memory and optimise the opportunity for knowledge transfer.
本分析探讨了如何通过将认知负荷理论应用于新手和专家学习者的课程设计与教学，来优化医疗模拟中的知识转移。这对于基于团队的跨专业学习尤为重要，因为每个参与者在模拟体验中所具备的专业水平各不相同。医疗模拟能够提供机会，创造出复杂且动态的体验，以复制真实的临床情境。理解认知负荷理论有助于获取提供卓越患者护理所需的复杂知识、技能和能力，同时不会因工作记忆限制而使学习者处理新材料的能力不堪重负。本文将探讨的工作记忆的两个方面是内在负荷和外在负荷。将根据学习者的专业水平以及如何考虑这些因素来加强模拟场景开发与教学中的学习环境进行阐述。通过应用认知负荷理论的概念，本文为教育工作者提供了一种方法，可据此调整课程，以应对工作记忆并优化知识转移的机会。
