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The use of cognitive load theory to assist in the teaching of electrocardiogram interpretation within paramedical science education
The Clinical Teacher, Volume: 21, Issue: 4
Swansea University Author: Marc Thomas
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© 2024 The Author. This is an open access article under the terms of the Creative Commons Attribution License.
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DOI (Published version): 10.1111/tct.13759
Abstract
Background: Paramedics 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. Aims: This article will expl...
| Published in: | The Clinical Teacher |
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| ISSN: | 1743-4971 1743-498X |
| Published: |
Wiley
2024
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| Online Access: |
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| URI: | https://cronfa.swan.ac.uk/Record/cronfa65854 |
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| Abstract: |
Background: Paramedics 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. Aims: This article will explore the use of cognitive load theory to assist in the teaching of ECG interpretation within the context of paramedical education. Description: Cognitive load theory can be useful to aid teaching within complex medical and health science domains including clinical skills teaching. Conclusions: The 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. |
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| College: |
Faculty of Medicine, Health and Life Sciences |
| Funders: |
Swansea University |
| Issue: |
4 |