ArticleJournal of Taibah University Medical Sciences2017
Cognitive load theory: Practical implications and an important challenge.
Article in Journal of Taibah University Medical Sciences, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 21 papers.
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Who cites it
21 citing papers in PubMed.
- Variable practice is superior to self-directed training for laparoscopic simulator training: a randomized trial.Surgical endoscopy · 2024Trial
- Evaluating knowledge acquisition, confidence, and cognitive workload in immersive virtual reality anatomy education: a prospective study of medical students.Surgical and radiologic anatomy : SRA · 2026Article
- [Analysis of Factors Affecting Endoscopic Follow-up Compliance in High-Risk Patients With Early Gastrointestinal Cancer].Sichuan da xue xue bao. Yi xue ban = Journal of Sichuan University. Medical science edition · 2026Article
- Drawing-based instruction enhances practical performance and academic flow in cardiovascular and respiratory anatomy education: a quasi-experimental study.Scientific reports · 2026Article
- Accessibility features in executive function apps and user performance post-stroke.Scientific reports · 2026Article
- Response to "Cognitive load theory: Practical implications and an important challenge" by Leppink (2017).Journal of Taibah University Medical Sciences · 2025Article
- Facilitating clinical reasoning for medical students in clinical settings: a scoping review.Korean journal of medical education · 2025Article
- Article
- The impact of multiple representations on students' understanding of vector field concepts: Implementation of simulations and sketching activities into lecture-based recitations in undergraduate physics.Frontiers in psychology · 2025Article
- Article
- Perceived opportunities of clinical reasoning learning in postgraduate psychiatry training: Trainees' and faculty's perspectives.Qatar medical journal · 2024Article
- Article
- Implementing a student-centered stroke intervention and prevention education program; evaluating motivation, cognitive load, and performance among middle school students.Frontiers in public health · 2024Article
- Online Learning is a Rollercoaster: Postsecondary Students With Learning Disabilities Navigate the COVID-19 Pandemic.Learning disability quarterly : journal of the Division for Children with Learning Disabilities · 2023Article
- Blended learning in a biology classroom: Pre-pandemic insights for post-pandemic instructional strategies.FEBS open bio · 2022Article
- Neuromonitoring Correlates of Expertise Level in Surgical Performers: A Systematic Review.Frontiers in human neuroscience · 2022Review
- Exploring the Effect of Augmented Reality on Cognitive Load, Attitude, Spatial Ability, and Stereochemical Perception.Journal of science education and technology · 2022Article
- Neuroanatomy Learning: Augmented Reality vs. Cross-Sections.Anatomical sciences education · 2020Article
- A systematized review of cognitive load theory in health sciences education and a perspective from cognitive neuroscience.Journal of education and health promotion · 2020Review
- Comparing cognitive load levels among family members of the critically ill exposed to electronic decision aids.Applied nursing research : ANR · 2019Article
Corrections and comments
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Authors and funding
1 author.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The field of medical education has adopted a wide variety of theories from other fields. A fairly recent example is cognitive load theory, which originated in educational psychology. Several empirical studies inspired by cognitive load theory and reviews of practical implications of cognitive load theory have contributed to guidelines for the design of medical education. Simultaneously, several research groups have developed instruments for the measurement of cognitive load in a medical education context. These developments notwithstanding, obtaining evidence for different types of cognitive load remains an important challenge. Therefore, the aim of this article is twofold: to provide medical educators with three key guidelines for the design of instruction and assessment and to discuss several fundamental issues in the remaining challenges presented by different types of cognitive load. The guidelines revolve around minimizing cognitive activity that does not contribute to learning, working with specific learning goals in mind, and appreciating the multifaceted relation between learning and assessment. Key issues around the types of cognitive load include the context in which learning occurs, the continued use of single-item mental effort ratings, and the timing of cognitive load and learning outcome measurements.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.