{"title":"在辅助医疗科学教育中使用认知负荷理论辅助心电图解读教学。","authors":"Marc Gildas Thomas","doi":"10.1111/tct.13759","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Aims</h3>\n \n <p>This article will explore the use of cognitive load theory to assist in the teaching of ECG interpretation within the context of paramedical education.</p>\n </section>\n \n <section>\n \n <h3> Description</h3>\n \n <p>Cognitive load theory can be useful to aid teaching within complex medical and health science domains including clinical skills teaching.</p>\n </section>\n \n <section>\n \n <h3> Conclusions</h3>\n \n <p>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.</p>\n </section>\n </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 4","pages":""},"PeriodicalIF":1.4000,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13759","citationCount":"0","resultStr":"{\"title\":\"The use of cognitive load theory to assist in the teaching of electrocardiogram interpretation within paramedical science education\",\"authors\":\"Marc Gildas Thomas\",\"doi\":\"10.1111/tct.13759\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>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.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Aims</h3>\\n \\n <p>This article will explore the use of cognitive load theory to assist in the teaching of ECG interpretation within the context of paramedical education.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Description</h3>\\n \\n <p>Cognitive load theory can be useful to aid teaching within complex medical and health science domains including clinical skills teaching.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Conclusions</h3>\\n \\n <p>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.</p>\\n </section>\\n </div>\",\"PeriodicalId\":47324,\"journal\":{\"name\":\"Clinical Teacher\",\"volume\":\"21 4\",\"pages\":\"\"},\"PeriodicalIF\":1.4000,\"publicationDate\":\"2024-03-18\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13759\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Clinical Teacher\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/tct.13759\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"MEDICINE, RESEARCH & EXPERIMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Clinical Teacher","FirstCategoryId":"1085","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/tct.13759","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"MEDICINE, RESEARCH & EXPERIMENTAL","Score":null,"Total":0}
The use of cognitive load theory to assist in the teaching of electrocardiogram interpretation within paramedical science education
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.
期刊介绍：
The Clinical Teacher has been designed with the active, practising clinician in mind. It aims to provide a digest of current research, practice and thinking in medical education presented in a readable, stimulating and practical style. The journal includes sections for reviews of the literature relating to clinical teaching bringing authoritative views on the latest thinking about modern teaching. There are also sections on specific teaching approaches, a digest of the latest research published in Medical Education and other teaching journals, reports of initiatives and advances in thinking and practical teaching from around the world, and expert community and discussion on challenging and controversial issues in today"s clinical education.
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