med ed

The task and learner lead to two prompts: more guidance when there is less prior knowledge, and adapted guidance as understanding grows.

Cognitive load: why teaching can be hard to follow

How can cognitive load theory help us teach? Nick Smith introduces the relationship between attention, working memory and prior knowledge, then considers its practical implications for presentations and clinical education. The discussion explores reducing unnecessary complexity, managing distractions and using questions and discussion to support learning.

Cognitive load: why teaching can be hard to follow Read More

Scroll to Top