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The use of cognitive load theory to assist in the teaching of electrocardiogram interpretation within paramedical science education

Marc Thomas Orcid Logo

The Clinical Teacher, Volume: 21, Issue: 4

Swansea University Author: Marc Thomas Orcid Logo

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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...

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Published in: The Clinical Teacher
ISSN: 1743-4971 1743-498X
Published: Wiley 2024
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URI: https://cronfa.swan.ac.uk/Record/cronfa65854
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spelling 2024-10-07T15:13:17.9420647 v2 65854 2024-03-18 The use of cognitive load theory to assist in the teaching of electrocardiogram interpretation within paramedical science education 787425d5bb1e6bf495c29a22e94b19bc 0000-0003-1775-0150 Marc Thomas Marc Thomas true false 2024-03-18 HSOC 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. Journal Article The Clinical Teacher 21 4 Wiley 1743-4971 1743-498X 1 8 2024 2024-08-01 10.1111/tct.13759 COLLEGE NANME Health and Social Care School COLLEGE CODE HSOC Swansea University SU Library paid the OA fee (TA Institutional Deal) Swansea University 2024-10-07T15:13:17.9420647 2024-03-18T12:15:11.6058121 Faculty of Medicine, Health and Life Sciences School of Health and Social Care - Paramedic Science Marc Thomas 0000-0003-1775-0150 1 65854__29734__3766962ea85b4eb2be59204ac789e3c7.pdf 65854_VoR.pdf 2024-03-18T12:19:23.8996460 Output 414088 application/pdf Version of Record true © 2024 The Author. This is an open access article under the terms of the Creative Commons Attribution License. true eng http://creativecommons.org/licenses/by/4.0/
title The use of cognitive load theory to assist in the teaching of electrocardiogram interpretation within paramedical science education
spellingShingle The use of cognitive load theory to assist in the teaching of electrocardiogram interpretation within paramedical science education
Marc Thomas
title_short The use of cognitive load theory to assist in the teaching of electrocardiogram interpretation within paramedical science education
title_full The use of cognitive load theory to assist in the teaching of electrocardiogram interpretation within paramedical science education
title_fullStr The use of cognitive load theory to assist in the teaching of electrocardiogram interpretation within paramedical science education
title_full_unstemmed The use of cognitive load theory to assist in the teaching of electrocardiogram interpretation within paramedical science education
title_sort The use of cognitive load theory to assist in the teaching of electrocardiogram interpretation within paramedical science education
author_id_str_mv 787425d5bb1e6bf495c29a22e94b19bc
author_id_fullname_str_mv 787425d5bb1e6bf495c29a22e94b19bc_***_Marc Thomas
author Marc Thomas
author2 Marc Thomas
format Journal article
container_title The Clinical Teacher
container_volume 21
container_issue 4
publishDate 2024
institution Swansea University
issn 1743-4971
1743-498X
doi_str_mv 10.1111/tct.13759
publisher Wiley
college_str Faculty of Medicine, Health and Life Sciences
hierarchytype
hierarchy_top_id facultyofmedicinehealthandlifesciences
hierarchy_top_title Faculty of Medicine, Health and Life Sciences
hierarchy_parent_id facultyofmedicinehealthandlifesciences
hierarchy_parent_title Faculty of Medicine, Health and Life Sciences
department_str School of Health and Social Care - Paramedic Science{{{_:::_}}}Faculty of Medicine, Health and Life Sciences{{{_:::_}}}School of Health and Social Care - Paramedic Science
document_store_str 1
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description 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.
published_date 2024-08-01T05:19:11Z
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