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KMID : 1034020100120020027
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Korean Medical Education Review
2010 Volume.12 No. 2 p.27 ~ p.33
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Cognitive Load and Instructional Design in Medical Education
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Oh Sun-A
Kim Yeon-Soon
Chung Eun-Kyung
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Abstract
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The purpose of this study was to review the definition of cognitive load (CL), the relationship between CL and instructional design, and to provide a viewpoint of CL in curriculum and instructional design in medical education. Cognitive load
theory (CLT) makes use of three hypotheses about the structure of human memory: working memory (WM) is limited in terms of the amount of information it can hold, in contrast with WM, long term memory is assumed to have no limits and organizes information as schemata. CL indicates the mental load on the limitation of WM. CLT has been used to design instructional interventions that help to ease the learning process. Extraneous CL is related to irrelevant instructional interventions, while intrinsic CL is the complexity of the information itself. Germane CL is the cognitive process for acquiring schema formation. It is a necessary CL to achieve deeper comprehension and solve problems. The range of medical education includes complex, multifaceted and knowledge-rich domains with clinical skills and attitudes. Therefore, CLT may be used to guide instructional design in medical education in terms of decreasing extraneous CL, adjusting intrinsic CL and enhancing the germane CL.
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KEYWORD
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Cognitive Load Theory, Intrinsic Cognitive load, Extraneous Cognitive Load, Germane Cognitive Load, Instructional Design, Medical Education
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