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A systematized review of cognitive load theory in health sciences education and a perspective from cognitive neuroscience

INTRODUCTION: To design instructions in health sciences education, it is highly relevant to heed the working memory and the approaches for managing cognitive load. In this article, we tried to mention the implications of cognitive load theory (CLT) for optimizing teaching-learning in health sciences...

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Autores principales: Ghanbari, Sahar, Haghani, Fariba, Barekatain, Majid, Jamali, Alireza
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Wolters Kluwer - Medknow 2020
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7482702/
https://www.ncbi.nlm.nih.gov/pubmed/32953905
http://dx.doi.org/10.4103/jehp.jehp_643_19
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author Ghanbari, Sahar
Haghani, Fariba
Barekatain, Majid
Jamali, Alireza
author_facet Ghanbari, Sahar
Haghani, Fariba
Barekatain, Majid
Jamali, Alireza
author_sort Ghanbari, Sahar
collection PubMed
description INTRODUCTION: To design instructions in health sciences education, it is highly relevant to heed the working memory and the approaches for managing cognitive load. In this article, we tried to mention the implications of cognitive load theory (CLT) for optimizing teaching-learning in health sciences education and discussing cognitive load from the perspective of cognitive neurosciences as brain-aware medical education. MATERIALS AND METHODS: We searched databases of Pubmed, Proquest, SCOPUS, and ISI Web of Science for relevant literature in September 1, 2018. RESULTS: The 27 articles out of a total of 46 records, along with 23 papers from snowballing and hand searching were included in this study. Main items encompassed; “Various types of cognitive loads,” “Aim of cognitive load theory,” “Strategies to managing Cognitive Load,” “Cognitive Load Theory in novice and experienced learners and “expertise reversal effect,” Medical and Health Sciences Curriculums and Cognitive Load Theory,” “Challenges of Cognitive Load Theory.” CONCLUSIONS: We discussed six important themes for CLT in health sciences education according to the literature. Mental imagery (visualization) as one of the useful techniques to optimize germane load was suggested, as it processes further gain access to neural circuits that are engaged in sensory, motor, executive, and decision-making pathways in the brain.
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spelling pubmed-74827022020-09-18 A systematized review of cognitive load theory in health sciences education and a perspective from cognitive neuroscience Ghanbari, Sahar Haghani, Fariba Barekatain, Majid Jamali, Alireza J Educ Health Promot Review Article INTRODUCTION: To design instructions in health sciences education, it is highly relevant to heed the working memory and the approaches for managing cognitive load. In this article, we tried to mention the implications of cognitive load theory (CLT) for optimizing teaching-learning in health sciences education and discussing cognitive load from the perspective of cognitive neurosciences as brain-aware medical education. MATERIALS AND METHODS: We searched databases of Pubmed, Proquest, SCOPUS, and ISI Web of Science for relevant literature in September 1, 2018. RESULTS: The 27 articles out of a total of 46 records, along with 23 papers from snowballing and hand searching were included in this study. Main items encompassed; “Various types of cognitive loads,” “Aim of cognitive load theory,” “Strategies to managing Cognitive Load,” “Cognitive Load Theory in novice and experienced learners and “expertise reversal effect,” Medical and Health Sciences Curriculums and Cognitive Load Theory,” “Challenges of Cognitive Load Theory.” CONCLUSIONS: We discussed six important themes for CLT in health sciences education according to the literature. Mental imagery (visualization) as one of the useful techniques to optimize germane load was suggested, as it processes further gain access to neural circuits that are engaged in sensory, motor, executive, and decision-making pathways in the brain. Wolters Kluwer - Medknow 2020-07-28 /pmc/articles/PMC7482702/ /pubmed/32953905 http://dx.doi.org/10.4103/jehp.jehp_643_19 Text en Copyright: © 2020 Journal of Education and Health Promotion http://creativecommons.org/licenses/by-nc-sa/4.0 This is an open access journal, and articles are distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 License, which allows others to remix, tweak, and build upon the work non-commercially, as long as appropriate credit is given and the new creations are licensed under the identical terms.
spellingShingle Review Article
Ghanbari, Sahar
Haghani, Fariba
Barekatain, Majid
Jamali, Alireza
A systematized review of cognitive load theory in health sciences education and a perspective from cognitive neuroscience
title A systematized review of cognitive load theory in health sciences education and a perspective from cognitive neuroscience
title_full A systematized review of cognitive load theory in health sciences education and a perspective from cognitive neuroscience
title_fullStr A systematized review of cognitive load theory in health sciences education and a perspective from cognitive neuroscience
title_full_unstemmed A systematized review of cognitive load theory in health sciences education and a perspective from cognitive neuroscience
title_short A systematized review of cognitive load theory in health sciences education and a perspective from cognitive neuroscience
title_sort systematized review of cognitive load theory in health sciences education and a perspective from cognitive neuroscience
topic Review Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7482702/
https://www.ncbi.nlm.nih.gov/pubmed/32953905
http://dx.doi.org/10.4103/jehp.jehp_643_19
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