Korean Medical Education Review (의학교육논단)

Yonsei university college of medicine (연세대학교 의과대학)
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Cognitive Load and Instructional Design in Medical Education

인지부하를 고려한 의학교육 교수-학습 설계

  • Oh, Sun A (Dept. of Medical Education, Chonnam National University Medical School) ;
  • Kim, Yeon Soon (Candidate, Dept. of Education, Chonnam National University Medical School) ;
  • Chung, Eun Kyung (Dept. of Medical Education, Chonnam National University Medical School)
  • 오선아 (전남대학교 의과대학 의학교육학교실) ;
  • 김연순 (전남대학교 사범대학 교육학과 박사과정) ;
  • 정은경 (전남대학교 의과대학 의학교육학교실)
  • Received : 2010.11.15
  • Accepted : 2010.12.02
  • Published : 2010.12.30
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Abstract

The purpose of this study was to review the definition of cognitive load (CL), the relationship between CL and instructional design, and to provide a viewpoint of CL in curriculum and instructional design in medical education. Cognitive load theory (CLT) makes use of three hypotheses about the structure of human memory: working memory (WM) is limited in terms of the amount of information it can hold, in contrast with WM, long term memory is assumed to have no limits and organizes information as schemata. CL indicates the mental load on the limitation of WM. CLT has been used to design instructional interventions that help to ease the learning process. Extraneous CL is related to irrelevant instructional interventions, while intrinsic CL is the complexity of the information itself. Germane CL is the cognitive process for acquiring schema formation. It is a necessary CL to achieve deeper comprehension and solve problems. The range of medical education includes complex, multifaceted and knowledge-rich domains with clinical skills and attitudes. Therefore, CLT may be used to guide instructional design in medical education in terms of decreasing extraneous CL, adjusting intrinsic CL and enhancing the germane CL.

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References

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