ReviewBMJ simulation & technology enhanced learning2016
Working memory is limited: improving knowledge transfer by optimising simulation through cognitive load theory.
Review in BMJ simulation & technology enhanced learning, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 18 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
18 citing papers in PubMed.
- Augmented reality visualization for ultrasound-guided interventions: a pilot randomized crossover trial to assess trainee performance and cognitive load.BMC medical education · 2024Trial
- Data Volume and the Need for Clinical Decision Support in Glaucoma Care.Ophthalmology science · 2026Article
- Enhancing history-taking education through GPT-4-based virtual patients and automated assessment: a study of medical student perceptions.Korean journal of medical education · 2026Article
- Generative AI in simulation debriefings: an exploratory study using the Team-FIRST framework and qualitative feedback from simulation experts and learners.Advances in simulation (London, England) · 2026Article
- Article
- When common cognitive biases impact debriefing conversations.Advances in simulation (London, England) · 2024Article
- Evaluating an obstetrics and gynecology teaching program for medical students incorporating simulation-based education underpinned by cognitive load theory.Frontiers in medicine · 2024Article
- 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
- Relationship Between Cognitive Load Theory, Intrinsic Motivation and Emotions in Healthcare Professions Education: A Perspective on the Missing Link.Advances in medical education and practice · 2024Article
- Embedding patient safety in a scaffold of interprofessional education; a qualitative study with thematic analysis.BMC medical education · 2023Article
- Developing a virtual reality (VR) application for practicing the ABCDE approach for systematic clinical observation.BMC medical education · 2023Article
- Critical design choices in healthcare simulation education: a 4C/ID perspective on design that leads to transfer.Advances in simulation (London, England) · 2023Article
- Impact of the PEARLS Healthcare Debriefing cognitive aid on facilitator cognitive load, workload, and debriefing quality: a pilot study.Advances in simulation (London, England) · 2022Article
- Fundamental underpinnings of simulation education: describing a four-component instructional design approach to healthcare simulation fellowships.Advances in simulation (London, England) · 2021Article
- Changes in performance during repeated in-situ simulations with different cases.BMJ simulation & technology enhanced learning · 2021Article
- Evaluation of cognitive load and emotional states during multidisciplinary critical care simulation sessions.BMJ simulation & technology enhanced learning · 2018Article
- Cognitive Load Theory for debriefing simulations: implications for faculty development.Advances in simulation (London, England) · 2018Article
- Fresh Human Donor Tissue in Anatomy Education: Task Fidelity, Procedural Relevance, and Curriculum Design Implications.Journal of medical education and curricular developmentReview
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
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.
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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.