Practising what we preach: using cognitive load theory for workshop design and evaluation Article Swipe
Laura Naismith
,
Faizal Haji
,
Matthew Sibbald
,
Jeffrey J. H. Cheung
,
Walter Tavares
,
Rodrigo B. Cavalcanti
·
YOU?
·
· 2015
· Open Access
·
· DOI: https://doi.org/10.1007/s40037-015-0221-9
YOU?
·
· 2015
· Open Access
·
· DOI: https://doi.org/10.1007/s40037-015-0221-9
Theory-based instructional design is a top priority in medical education. The goal of this Show and Tell article is to present our theory-driven approach to the design of instruction for clinical educators. We adopted cognitive load theory as a framework to design and evaluate a series of professional development workshops that were delivered at local, national and international academic conferences in 2014. We used two rating scales to measure participantsʼ cognitive load. Participants also provided narrative comments as to how the workshops could be improved. Cognitive load ratings from 59 participants suggested that the workshop design optimized learning by managing complexity for different levels of learners (intrinsic load), stimulating cognitive processing for long-term memory storage (germane load), and minimizing irrelevant distracters (extraneous load). Narrative comments could also be classified as representing intrinsic, extraneous, or germane load, which provided specific directions for ongoing quality improvement. These results demonstrate that a cognitive load theory approach to workshop design and evaluation is feasible and useful in the context of medical education.
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- Type
- article
- Language
- en
- Landing Page
- https://doi.org/10.1007/s40037-015-0221-9
- https://storage.googleapis.com/jnl-up-j-pme-files/journals/1/articles/655/6378bd9ba4d9d.pdf
- OA Status
- diamond
- Cited By
- 11
- References
- 8
- Related Works
- 10
- OpenAlex ID
- https://openalex.org/W1882882426
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Raw OpenAlex JSON
- OpenAlex ID
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https://openalex.org/W1882882426Canonical identifier for this work in OpenAlex
- DOI
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https://doi.org/10.1007/s40037-015-0221-9Digital Object Identifier
- Title
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Practising what we preach: using cognitive load theory for workshop design and evaluationWork title
- Type
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articleOpenAlex work type
- Language
-
enPrimary language
- Publication year
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2015Year of publication
- Publication date
-
2015-10-21Full publication date if available
- Authors
-
Laura Naismith, Faizal Haji, Matthew Sibbald, Jeffrey J. H. Cheung, Walter Tavares, Rodrigo B. CavalcantiList of authors in order
- Landing page
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https://doi.org/10.1007/s40037-015-0221-9Publisher landing page
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https://storage.googleapis.com/jnl-up-j-pme-files/journals/1/articles/655/6378bd9ba4d9d.pdfDirect link to full text PDF
- Open access
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YesWhether a free full text is available
- OA status
-
diamondOpen access status per OpenAlex
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https://storage.googleapis.com/jnl-up-j-pme-files/journals/1/articles/655/6378bd9ba4d9d.pdfDirect OA link when available
- Concepts
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Cognitive load, Computer science, Context (archaeology), Narrative, Cognition, Instructional design, Cognitive psychology, Mathematics education, Applied psychology, Psychology, Multimedia, Neuroscience, Linguistics, Philosophy, Biology, PaleontologyTop concepts (fields/topics) attached by OpenAlex
- Cited by
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11Total citation count in OpenAlex
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2025: 1, 2024: 1, 2022: 3, 2021: 2, 2018: 2Per-year citation counts (last 5 years)
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8Number of works referenced by this work
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10Other works algorithmically related by OpenAlex
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