Department
English
College
Arts and Humanities
Publication Date
2018
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.
Instructor’s Name
Abigail Bakke
Degree
Master of Arts in English, Technical Communication Option
Document Type
Capstone Paper
Recommended Citation
Wissman, Adam W., "Cognitive Load Theory: Applications in Medical Education" (2018). Technical Communication Capstone Course. 25.
https://cornerstone.lib.mnsu.edu/eng_tech_comm_capstone_course/25
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Included in
Instructional Media Design Commons, Medical Education Commons, Technical and Professional Writing Commons
