ArticleAdvances in medical education and practice2024
Relationship Between Cognitive Load Theory, Intrinsic Motivation and Emotions in Healthcare Professions Education: A Perspective on the Missing Link.
Article in Advances in medical education and practice, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
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Who cites it
8 citing papers in PubMed.
- Implications of the training of simulated skills and scenarios on the motivation for learning medical students: experimental study.Revista latino-americana de enfermagem · 2025Trial
- Dynamic assessment of pain, fear, and physiological stress during pediatric intravenous cannulation: a randomized controlled trial of virtual reality distraction.BMC nursing · 2026Article
- Nature connectedness and conservation representations among zoo professionals: an exploratory case study.Frontiers in psychology · 2026Article
- Impact of multiple educational technologies on well-being: the mediating role of digital cognitive load.BMC nursing · 2025Article
- How I Teach Racial Categorization in Reference Equations Used to Interpret Spirometry.ATS scholar · 2025Article
- Emotional labour in learning to doctor.Canadian medical education journal · 2024Article
- Clinical team debriefing post-critical events: perceptions, benefits, and barriers among learners.Frontiers in medicine · 2024Article
- Beyond the Individual: A Multidisciplinary Model for Critical Thinking in the Intensive Care Unit.Advances in medical education and practice · 2024Article
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Abstract
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.
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