Cognitive Load and Procedural Learning in the Professions: Instrument Development and Evidence for Validity

• In Event: Assessment Using Multiple-Choice Questions

Abstract

We used cognitive load theory to develop a self-report instrument measuring three types of cognitive load during colonoscopy training. Using a cross-sectional design, we electronically administered the instrument to 1,061 gastroenterology fellows nationwide. We used confirmatory factor analysis to assess statistical fit of a three-factor solution previously specified by exploratory factor analysis. 477 (45.0%) invitees from 154 (95.1%) programs participated, of which 361 contributed to confirmatory factor analysis. Demographics were similar to national data. Confirmatory factor analysis verified a 3-factor model as best fit based on four fit indices. Intrinsic, extraneous, and germane load measurements had high internal consistency (Cronbach’s alpha 0.90, 0.87, 0.96 respectively), and correlated as expected with year in training and global assessment of cognitive load.

Authors

• Justin Louis Sewell, University of California - San Francisco

• Christy K Boscardin, University of California - San Francisco

• John Q. Young, Hofstra University - North Shore-LIJ School of Medicine

• Olle ten Cate, University Medical Center Utrecht

• Patricia S. O'Sullivan, University of California - San Francisco