References
Leppink J, Van Gog T, Paas F, Sweller J. Cognitive load theory: researching and planning teaching to maximise learning. In: Cleland J, Durning SJ, editors. Researching medical education. Wiley & Blackwell: Chichester; 2015. p. 207–18.
Kalyuga S, Singh AM. Rethinking the boundaries of cognitive load theory in complex learning. Educ Psychol Rev. 2015; doi:10.1007/s10648-015-9352-0.
Van Merriënboer JJG, Sweller J. Cognitive load theory in health professions education: design principles and strategies. Med Educ. 2010;44:85–93.
Kalyuga S, Ayres P, Chandler P, Sweller J. The expertise reversal effect. Educ Psychol. 2003;38:23–31.
Leppink J, Van den Heuvel A. The evolution of cognitive load theory and its application to medical education. Perspectives on Medical Education. 2015;4:119–27.
Fraser K, Huffman J, Ma I, Sobczak M, McIlwrick J, Wright B, et al. The emotional and cognitive impact of unexpected simulated patient death: a randomized controlled trial. CHEST Journal. 2014;145:958–63.
Fraser K, Ma I, Teteris E, Baxter H, Wright B, McLaughlin K. Emotion, cognitive load and learning outcomes during simulation training. Med Educ. 2012;46:1055–62.
Tremblay ML, Lafleur A, Leppink J, Dolmans DHJM. The simulated clinical environment: cognitive and emotional impact among undergraduates. Medical Teacher. 2017;39:181–7.
Lafleur A, Côté L, Leppink J. Influences of OSCE design on students’ diagnostic reasoning. Med Educ. 2015;49:203–14.
Leppink J, Duvivier R. Twelve tips for medical curriculum design from a cognitive load theory perspective. Medical Teacher. 2016;38:669–74.
Bjork RA, Dunlosky J, Kornell N. Self-regulated learning: beliefs, techniques, and illusions. Annu Rev Psychol. 2013;64:417–44.
Dunning D, Heath C, Suls JM. Flawed self-assessment: implications for health, education, and the workplace. Psychol Sci Public Interest. 2004;5:69–106.
Dunning D, Johnson K, Ehrlinger J, Kruger J. Why people fail to recognize their own incompetence. Curr Dir Psychol Sci. 2003;12:83–7.
Kostons D, Van Gog T, Paas F. Training self-assessment and task-selection skills: a cognitive approach to improving self-regulated learning. Learn Instr. 2012;22:121–32.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflict of Interest
The author declares that he has no conflict of interest.
Rights and permissions
About this article
Cite this article
Leppink, J. Managing the Load on a Learner’s Mind: a Cognitive Load Theory Perspective. Med.Sci.Educ. 27 (Suppl 1), 5–7 (2017). https://doi.org/10.1007/s40670-017-0439-8
Published:
Issue Date:
DOI: https://doi.org/10.1007/s40670-017-0439-8