- Title
- Twelve tips for medical curriculum design from a cognitive load theory perspective
- Creator
- Leppink, Jimmie; Duvivier, Robbert
- Relation
- Medical Teacher Vol. 38, Issue 7, p. 669-674
- Publisher Link
- http://dx.doi.org/10.3109/0142159X.2015.1132829
- Publisher
- Taylor & Francis
- Resource Type
- journal article
- Date
- 2016
- Description
- During their course, medical students have to become proficient in a variety of competencies. For each of these competencies, educational design can use cognitive load theory to consider three dimensions: task fidelity: from literature (lowest) through simulated patients (medium) to real patients (highest); task complexity: the number of information elements in a learning task; and instructional support: from worked examples (highest) through completion tasks (medium) to autonomous task performance (lowest). One should integrate any competency into a medical curriculum such that training in that competency facilitates the students' journey that starts from high instructional support on low-complexity low-fidelity learning tasks all the way to high-complexity tasks in high-fidelity environments carried out autonomously. This article presents twelve tips on using cognitive load theory or, more specifically, a set of four tips for each of task fidelity, task complexity, and instructional support, to achieve that aim.
- Subject
- medical curriculum; cognitive load theory; medical students; educational design
- Identifier
- http://hdl.handle.net/1959.13/1329189
- Identifier
- uon:26092
- Identifier
- ISSN:0142-159X
- Language
- eng
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