Improving Procedural Teaching by Understanding Features Associated With Cognitive Load

• In Event: 41.032 - Implications of Learning Theory for Instruction

Abstract

In this study, we sought to characterize how features of learners, patients/tasks, settings, and supervisors were associated with cognitive load among learners performing a specific procedure, colonoscopy, to identify implications for procedural teaching. Data were collected through an electronically administered survey sent to 1,061 US gastroenterology fellows, of which 477 (45.0%) participated. Using multivariable linear regression analyses, we identified unique sets of predictor variables for intrinsic, extraneous and germane load. Learner and patient/task features were associated with intrinsic load. Learner, setting, and supervisor features were associated with extraneous load. Only supervisor features were associated with germane load. Implications for teaching procedural skills to optimize intrinsic load, minimize extraneous load, and maximize germane load are discussed.

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