A Cognitive Load Theory Perspective of the Undergraduate Anesthesia Curricula in South Africa
Authors' conclusion
Cognitive load theory provided a useful theoretical basis for understanding students' curricular experiences.
Study context
- Population
- Undergraduate medical students in South Africa (SA) experiencing anesthesia training79% participation
- Participants
- 1,336 students
- Outcome
- Determinants of learning by cognitive load subtype
Methodological detailsconstructivist, qualitative, Data collected November 2017 to February 2019, COLOAD (COgnitive LOad in Anesthesia eDucation) framework developed
- Constructivist
- Qualitative
- Data collected November 2017 to February 2019
- COLOAD (COgnitive LOad in Anesthesia eDucation) framework developed
Main finding
As reported in the abstract
- Determinants of learning reported for all 3 cognitive load subtypes; students were novices in a complex environment with high cognitive load during anesthesia training
- Intrinsic load influenced by number, complexity and interactivity of tasks
- Extraneous load affected by ineffective instructional methods, external and internal distractors
- Germane load impacted by program design, metacognition and learner motivation
Observational data: associations, not effects.
Original publication
A Cognitive Load Theory Perspective of the Undergraduate Anesthesia Curricula in South Africa. Anesth Analg. Published 24 July 2024. doi:10.
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