Good morning #MedTwitter! We are excited to share with you a new #MedEd Model!

Today our #Tweetorial covers Cognitive Load Theory ( #CLT) with assistance from @GIMedEd!

We will define CLT & its 3 subtypes, relate CLT to ideas like stereotype threat & decision fatigue, and discuss teaching strategies that can help you optimize cognitive load for your learners.

Let’s get started!

Let’s start with a discussion of how memory works. There’s three components to memory: sensory memory, working memory, and long term memory. Longterm memory is limitless, but working memory is not.

Schemas help overcome the limits of working memory.

How the limited working memory is used up is described by #CLT in three buckets:

intrinsic load
extraneous load
germane load

Intrinsic load refers to the load that occurs as learners complete components of a learning task, which is impacted by task complexity and learner knowledge.

See the image below for tips on how to manipulate intrinsic load to maximize learning!

Extraneous load describes anything that misdirects attention and mental effort. Very relevant to settings in #AcademicMedicine

This image details ways you can minimize extraneous load & maximize learning!

Where do you see extraneous load in your clinical learning environment?

Germane load is a learner's use of cognitive energy to generate, refine, and automate schemas, which promotes learning.

Now we’re going to talk about ways to optimize load for learning…

In the face of cognitive overload, learning is impaired. #CLT helps educators think about how to optimize cognitive load for students.

When learners have pre-existing schemas, additional scaffolding by an educator can become redundant and use up precious cognitive load.

The image below suggests educational techniques and explains this effect, called “expertise reversal.”

Cognitive load helps explain the impact on learning of other phenomena.

For example, @jbullockruns and @KarenHauer4’s study in @AcadMedJournal ( https://bit.ly/2PXE4pH ) examined how #StereotypeThreat affects learning through the lens of #CLT

What about affective factors?

Affective factors can be intrinsic or extrinsic to a task, depending on their source & whether a task is inherently stressful. Clinical environments are also rife w/ distractions.

See the image below for today’s #CoffeeTalkControversy question -- what do you think #MedTwitter?

We’re super lucky for this #MEM to have support and a comment from @GIMedEd! Thank you for participating, Justin!

Here’s the take homes. Let us know what you learned!

How will this affect your teaching? Reply and let us know!

#MEM is just a primer! So let us set you up To Learn More ( #2LM)!

Check out the work of these incredible scholars:
@GIMedEd
@JQ_Young
@Adam_Szulewski
@LaurenMaggio
@olletencate
@posucsf

Particularly in:
@AcadMedJournal @MedEd_Journal @MedTeachJournal