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The use of cognitive load theory to assist in the teaching of electrocardiogram interpretation within paramedical science education

Marc Thomas

The Clinical Teacher

Swansea University Author: Marc Thomas

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DOI (Published version): 10.1111/tct.13759

Abstract

BackgroundParamedics are expected to record electrocardiograms (ECGs) as part of their clinical assessment; however, it is an extremely difficult skill to learn and understand as it has a high intrinsic cognitive load which can also be challenging to teach effectively.AimsThis article will explore t...

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Published in: The Clinical Teacher
ISSN: 1743-4971 1743-498X
Published: Wiley 2024
Online Access: Check full text

URI: https://cronfa.swan.ac.uk/Record/cronfa65854
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Abstract: BackgroundParamedics are expected to record electrocardiograms (ECGs) as part of their clinical assessment; however, it is an extremely difficult skill to learn and understand as it has a high intrinsic cognitive load which can also be challenging to teach effectively.AimsThis article will explore the use of cognitive load theory to assist in the teaching of ECG interpretation within the context of paramedical education.DescriptionCognitive load theory can be useful to aid teaching within complex medical and health science domains including clinical skills teaching.ConclusionsThe application of cognitive load theory to the teaching of ECG interpretation can be useful as it allows for the development of understanding, building schemata linking information currently being learned to knowledge already gained within the long-term memory, which can maximise germane load by the appropriate selection of intrinsic load, minimising extraneous load therefore not overloading the working memory.
College: Faculty of Medicine, Health and Life Sciences
Funders: Swansea University

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