Patel Dhruvita, Alismail Abdullah
Department of Cardiopulmonary Sciences, School of Allied Health Professions, Loma Linda University Health, Loma Linda, CA, USA.
Department of Medicine, School of Medicine, Loma Linda University Health, Loma Linda, CA, USA.
Adv Med Educ Pract. 2024 Jan 19;15:57-62. doi: 10.2147/AMEP.S441405. eCollection 2024.
Cognitive Load Theory (CLT) is one of the key cognitive theories that have been used to assess learners' information and working memory load. CLT has been applied to Simulation Based Education (SBE) and optimizing instructional design. However, a challenge that occurs is that these high-fidelity simulations and mannequins of critically ill patients can elicit negative emotions in learners which can unfavorably impact the learning process. There is also a potential for cognitive overload if the simulation is more authentic and requires more dynamic interactions and lead to high levels of anxiety due to a novel learning environment, which can also have detrimental effects on learning process. Hence, it is critical for health professional educators (HPE) to know how to minimize cognitive load to improve learning as a professional in a workplace setting. The literature on the role of emotions, intrinsic motivation, cognitive load is scarce in HPE literature. Specifically when not being studied together at once since they move dynamically together and affect the learning for the learner. Therefore, the purpose of this perspective paper is to cover the gap in the literature and propose a framework and recommendation for future HPE research.
认知负荷理论（CLT）是用于评估学习者信息和工作记忆负荷的关键认知理论之一。CLT已应用于基于模拟的教育（SBE）和优化教学设计。然而，出现的一个挑战是，这些针对危重症患者的高保真模拟和人体模型会在学习者中引发负面情绪，这可能对学习过程产生不利影响。如果模拟更加逼真，需要更多动态互动，并且由于新的学习环境导致高水平焦虑，也存在认知过载的可能性，这同样会对学习过程产生有害影响。因此，对于健康专业教育工作者（HPE）来说，了解如何最小化认知负荷以在工作场所环境中作为专业人员提高学习效果至关重要。关于情绪、内在动机、认知负荷的作用在HPE文献中很少见。特别是当它们没有同时被一起研究时，因为它们会动态地相互影响并影响学习者的学习。因此，本观点论文的目的是填补文献空白，并为未来的HPE研究提出一个框架和建议。
