Abstract
A patient reports acute and severe chest pain. Residents
have to respond with immediate action, meaning they have
to ask the right questions, perform a physical examination,
think about the diagnosis – which has implications for
further examination and decision making – meanwhile
continue monitoring the blood pressure, pulse rate and
respiration of the patient, as well as communicate with
other people. Doing so requires a considerable mental
effort from residents and even more so from students. In
fact, by trying to focus on all aspects simultaneously, a
student’s mind may be easily overloaded, and learning may
be hampered. Training that focuses on only one specific
aspect (e.g. blood pressure, heart, lungs and CPR) at a
time may not be perceived as very complex or difficult, but
may not sufficiently facilitate integration and coordination
of the composite skills, which are needed for appropriate
task performance. The question then is how to manage
the excessive working memory load (i.e. the number of
information elements that need to be processed simultaneously
within a certain amount of time) that is imposed by
complex tasks in such a way that students’ acquisition of
knowledge and skills is improved.
| Original language | English |
|---|---|
| Title of host publication | Researching medical education |
| Editors | J. Cleland, S.J. Durning |
| Publisher | Wiley-Blackwell |
| Pages | 207-218 |
| Number of pages | 12 |
| DOIs | |
| Publication status | Published - 2015 |
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van Gog, T., Leppink, J., Paas, F., & Sweller, J. (2015). Cognitive load theory: Researching and planning teaching to maximise learning. In J. Cleland, & S. J. Durning (Eds.), Researching medical education (pp. 207-218). Wiley-Blackwell. https://doi.org/10.1002/9781118838983.ch18
van Gog, Tamara ; Leppink, Jimmie ; Paas, F. et al. / Cognitive load theory : Researching and planning teaching to maximise learning. Researching medical education. editor / J. Cleland ; S.J. Durning. Wiley-Blackwell, 2015. pp. 207-218
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title = "Cognitive load theory: Researching and planning teaching to maximise learning",
abstract = "A patient reports acute and severe chest pain. Residentshave to respond with immediate action, meaning they haveto ask the right questions, perform a physical examination,think about the diagnosis – which has implications forfurther examination and decision making – meanwhilecontinue monitoring the blood pressure, pulse rate andrespiration of the patient, as well as communicate withother people. Doing so requires a considerable mentaleffort from residents and even more so from students. Infact, by trying to focus on all aspects simultaneously, astudent{\textquoteright}s mind may be easily overloaded, and learning maybe hampered. Training that focuses on only one specificaspect (e.g. blood pressure, heart, lungs and CPR) at atime may not be perceived as very complex or difficult, butmay not sufficiently facilitate integration and coordinationof the composite skills, which are needed for appropriatetask performance. The question then is how to managethe excessive working memory load (i.e. the number ofinformation elements that need to be processed simultaneouslywithin a certain amount of time) that is imposed bycomplex tasks in such a way that students{\textquoteright} acquisition ofknowledge and skills is improved.",
author = "{van Gog}, Tamara and Jimmie Leppink and F. Paas and John Sweller",
year = "2015",
doi = "10.1002/9781118838983.ch18",
language = "English",
pages = "207--218",
editor = "J. Cleland and S.J. Durning",
booktitle = "Researching medical education",
publisher = "Wiley-Blackwell",
address = "United States",
}
van Gog, T, Leppink, J, Paas, F & Sweller, J 2015, Cognitive load theory: Researching and planning teaching to maximise learning. in J Cleland & SJ Durning (eds), Researching medical education. Wiley-Blackwell, pp. 207-218. https://doi.org/10.1002/9781118838983.ch18
Cognitive load theory: Researching and planning teaching to maximise learning. / van Gog, Tamara; Leppink, Jimmie; Paas, F. et al.
Researching medical education. ed. / J. Cleland; S.J. Durning. Wiley-Blackwell, 2015. p. 207-218.
Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic › peer-review
TY - CHAP
T1 - Cognitive load theory
T2 - Researching and planning teaching to maximise learning
AU - van Gog, Tamara
AU - Leppink, Jimmie
AU - Paas, F.
AU - Sweller, John
PY - 2015
Y1 - 2015
N2 - A patient reports acute and severe chest pain. Residentshave to respond with immediate action, meaning they haveto ask the right questions, perform a physical examination,think about the diagnosis – which has implications forfurther examination and decision making – meanwhilecontinue monitoring the blood pressure, pulse rate andrespiration of the patient, as well as communicate withother people. Doing so requires a considerable mentaleffort from residents and even more so from students. Infact, by trying to focus on all aspects simultaneously, astudent’s mind may be easily overloaded, and learning maybe hampered. Training that focuses on only one specificaspect (e.g. blood pressure, heart, lungs and CPR) at atime may not be perceived as very complex or difficult, butmay not sufficiently facilitate integration and coordinationof the composite skills, which are needed for appropriatetask performance. The question then is how to managethe excessive working memory load (i.e. the number ofinformation elements that need to be processed simultaneouslywithin a certain amount of time) that is imposed bycomplex tasks in such a way that students’ acquisition ofknowledge and skills is improved.
AB - A patient reports acute and severe chest pain. Residentshave to respond with immediate action, meaning they haveto ask the right questions, perform a physical examination,think about the diagnosis – which has implications forfurther examination and decision making – meanwhilecontinue monitoring the blood pressure, pulse rate andrespiration of the patient, as well as communicate withother people. Doing so requires a considerable mentaleffort from residents and even more so from students. Infact, by trying to focus on all aspects simultaneously, astudent’s mind may be easily overloaded, and learning maybe hampered. Training that focuses on only one specificaspect (e.g. blood pressure, heart, lungs and CPR) at atime may not be perceived as very complex or difficult, butmay not sufficiently facilitate integration and coordinationof the composite skills, which are needed for appropriatetask performance. The question then is how to managethe excessive working memory load (i.e. the number ofinformation elements that need to be processed simultaneouslywithin a certain amount of time) that is imposed bycomplex tasks in such a way that students’ acquisition ofknowledge and skills is improved.
U2 - 10.1002/9781118838983.ch18
DO - 10.1002/9781118838983.ch18
M3 - Chapter
SP - 207
EP - 218
BT - Researching medical education
A2 - Cleland, J.
A2 - Durning, S.J.
PB - Wiley-Blackwell
ER -
van Gog T, Leppink J, Paas F, Sweller J. Cognitive load theory: Researching and planning teaching to maximise learning. In Cleland J, Durning SJ, editors, Researching medical education. Wiley-Blackwell. 2015. p. 207-218 doi: 10.1002/9781118838983.ch18
