Learning Challenges, Teaching Strategies, and Cognitive Load: Experience of Seasoned Endoscopy Teachers

• In Event: 51.036 - Learning and the Educational Environment

Abstract

Learning to perform procedures in the health professions is challenging. To understand specific challenges during gastrointestinal endoscopy training, and teaching strategies to promote endoscopic learning, we performed a qualitative study interviewing 16 experienced teachers. We used template analysis to analyze our data and cognitive load theory as our theoretical lens. Participants described diagnosing learner challenges by assessing learner skill, identifying struggling learners, and checking understanding. Participants observed learner challenges related to the learner, task, teacher, and setting. They described teaching strategies that served to match intrinsic load to learner level, minimize extraneous load, and optimize germane load. These findings have implications for procedural skills training and cognitive load theory.

Authors

• Justin Louis Sewell, University of California - San Francisco

• Judith L. Bowen, Oregon Health and Science University

• Olle ten Cate, University Medical Center Utrecht

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

• Brijen Shah, Icahn School of Medicine at Mount Sinai

• Christy K Boscardin, University of California - San Francisco