Year: 2018
Type: article
Abstract: This article examines how cognitive load theory can help instructional designers in medical education design material and content to best suit their audience. Through the examination of schema construction, working and long-term memory, biologically primary/secondary knowledge, and novice and experienced learners, this article proposes instructional design best practices. This article separates these best practices into three categories: activities, pre-lecture resources, and teaching strategies, which can be applied to either novice learners or experienced learners.
Author: Adam W. Wissman
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2899307940