Accepted Type
Oral
Code
OA1-3-2
Acceptance Declaration
Accept
Additional Information
I declare I have no actual or potential conflict of interest in relation to this program.
Was this work accepted for CCME 2020?
no
Category
General Call (Workshop, Oral Presentation, Poster Presentation)
Type
Oral
Sub Type
Education Research
Will the presenter be a:
Other
Presenter Other
Faculty and clinician
Affiliation
Considered for Poster
yes
Title
Unpacking novice learners' experiences with cognitive load during simulation-based training
Length of Presentation
Background/Purpose
Cognitive Load Theory (CLT) is a well-recognized instructional design framework. More research is required to clarify the extent to which instructional design features impact cognitive load and learning in simulated environments. This qualitative study describes medical students' experiences with cognitive load in a simulated learning environment. We identified sources of cognitive load, strategies for managing cognitive load, and the realism of the environment.
Methods
This study involved a secondary analysis of previously collected interview data. Medical students (n = 109) from two Canadian institutions participated in either 'simple' or 'complex' Lumbar Puncture tasks. Students engaged in repetitive trials interspersed with expert feedback. Semi-structured interviews were used to understand participants' experiences and strategies used to manage their cognitive resources. Data were analyzed thematically in NVivo.
Results
Five themes emerged, three of which are detailed below (due to space limitations). The first theme identified the sources of cognitive load, including purposefully embedded distractions (e.g. beeping), time constraints, and application of new knowledge without previous experience. The second theme described features that facilitated learning including ability to communicate with the patient, receiving feedback, and repetition. The third theme highlighted learners' load management strategies, including incorporating feedback, rehearsing next steps, self-talk, prioritizing, and ignoring distractions.
Conclusion
Participants were affected to varying degrees by purposefully integrated design features. Students described strategies used to manage their cognitive resources that have implications for learning outcomes. This study facilitated a better understanding of facilitators and challenges to learning experienced by novices training in a simulation environment informed by Cognitive Load Theory.
Keyword 1
Cognitive load
Keyword 2
instructional design
Keyword 3
simulation
Level of Training
Undergraduate
Abstract Themes
Curriculum
Curriculum
General
Additional Theme (First choice)
Undergraduate
Additional Theme (Second Choice)
Additional Theme (Third Choice)
Authors
Presenter
Heather Braund
Term 1
Yes
Term 2
Yes
Term 3
Yes
Term 4
Yes
Term 5
Yes
