For example, some topics (glomerulonephritis, renal tubular acidosis, immunology, etc) are inherently more difficult to learn – this is at least partially due to their high intrinsic cognitive load.
1. Simplify material (do they REALLY need to know all those details in your slides?)
2. Modify content based on learner level (don’t use the same slides to teach med students, residents & fellows)
Richard Mayer has written a lot of literature on this topic, and here’s one of his papers:
How have you used cognitive load theory in your teaching or clinical work?
@VarunPhadke2 @gradydoctor @CarlosdelRio7 @Armstrws @ReenaHem @DxRxEdu @BSchwartzinSF @EmilyAbdoler @CPSolvers @karenlawmd @MDdreamchaser @Darcy_ID_doc @DocWoc71
1. A course you teach
2. Your next lecture
3. Teaching in the clinic
4. Teaching on the wards
I look forward to sharing more from my courses w/ @uicdme @mededdoc @YoonSooPark2 @JanetRiddleDME