Lighten the Cognitive Load
By: Leah Stanford
Even the most capable students may struggle at times in the demanding and fast-paced environment of medical school. This usually is not from a lack of intelligence, but rather from cognitive overload. When working memory is overwhelmed, learning becomes inefficient and the brain cannot retain new information. Cognitive load theory (CLT) provides educators with a valuable framework for designing instruction that aligns with how the brain processes information.
CLT divides the mental effort required during learning into three categories:
- Intrinsic load refers to the inherent complexity of the content. Although this cannot be eliminated, instructors can support student learning by providing background knowledge and scaffolding through pre-readings, videos, or concept maps.
- Extraneous load results from the way material is presented and can interfere with learning. Overloaded slides, disorganized lectures, and unclear visuals increase extraneous load and should be minimized or eliminated.
- Germane load is the productive mental effort that facilitates learning and retention. It can be encouraged through activities such as clinical case discussions, reflection, and audience response questions.
Faculty can enhance student learning by reducing extraneous load and maximizing germane load. This summer, many faculty members plan to revise some of their lectures. Below are a few strategies that can help in designing presentations that allow students to focus their cognitive resources on what truly matters.
- Utilize the Objectives
Instruction should begin with a clear set of learning goals, or objectives. These objectives help determine what content is essential, how it should be organized, and where deeper application is appropriate. If a concept does not directly support one of the objectives, it may be better addressed through supplemental resources, or may be covered in another session.
- Simplify the Presentation
Avoid including excessive text, decorative formatting, or multiple competing elements on a single slide. Remember, students have access to a recording of your lecture, and most of them are also taking notes. The slides are to keep you on track as the presenter, not to provide all of the information on the topic. A helpful rule of thumb is to include only the information that can be covered in one minute per slide.
- Engage the Audience
The key to increasing germane load is to intentionally create opportunities for students to engage with the content you are presenting. When students actively process and retrieve information, they gain a deeper understanding and are more likely to retain it. Consider incorporating short reflections or application-based questions throughout your lecture. Tools such as Poll Everywhere, provided by the School of Medicine, can help facilitate real-time audience interaction and keep learners engaged.
Some faculty members may worry that simplifying a lecture means omitting important material. In reality, students have access to this information in textbooks, lecture recordings, review guides, and a plethora of other resources. However, these tools alone are not sufficient. The instructor plays a critical role in bridging the gap between raw information and applicable knowledge. Sometimes less information leads to more learning.