國立虎尾科技大學 |

Manipulation of cognitive load in simulation-based medical education.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Manipulation of cognitive load in simulation-based medical education./
作者:	Bruder, Eric A.
面頁冊數:	1 online resource (101 pages)
附註:	Source: Dissertation Abstracts International, Volume: 76-04C.
Contained By:	Dissertation Abstracts International76-04C.
標題:	Health education. -
電子資源:	click for full text (PQDT)

Manipulation of cognitive load in simulation-based medical education.
Bruder, Eric A.

Manipulation of cognitive load in simulation-based medical education. - 1 online resource (101 pages)

Source: Dissertation Abstracts International, Volume: 76-04C.

Thesis (M.Ed.)--Queen's University (Canada), 2018.

Includes bibliographical references

In order to maximize the educational benefits of simulation based medical education (SBME) on an individual level, medical educators can manipulate simulation scenarios in real time, using the fundamentals of cognitive load theory. This approach requires accurate measurement of cognitive load. In this study, we investigate whether self-reported assessment of cognitive load using a visual analogue scale (VAS), and measurement of the galvanic skin response (GSR) are able to reliably and accurately measure cognitive load during SBME. Five separate experimental conditions are reported, and self-reported VAS and GSR measurements of cognitive load are compared before and after interventions designed to either increase or decrease cognitive load. Twenty-one junior postgraduate medical trainees participated in this study. Data were analyzed using repeated measures ANCOVA. VAS and GSR were highly correlated with each other, and with increasing numbers of recall items in a standard visual spatial memory task. While VAS was more sensitive for discriminating between varying levels of cognitive load during the visual spatial memory task, both VAS and GSR were able to do so. In two simulation scenarios designed to increase cognitive load, increases in VAS measures of cognitive load were statistically significant, while GSR measures were not. GSR decreased significantly in an exercise designed to decrease cognitive load, while VAS did not. Introduction of the worked examples effect in final simulation exercise resulted in statistically significant reductions in both VAS and GSR measures of cognitive load. Limitations and applications of the results are discussed.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

Subjects--Topical Terms:

585977
Health education.
Index Terms--Genre/Form:

554714
Electronic books.

Manipulation of cognitive load in simulation-based medical education.
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504 $a Includes bibliographical references
520 $a In order to maximize the educational benefits of simulation based medical education (SBME) on an individual level, medical educators can manipulate simulation scenarios in real time, using the fundamentals of cognitive load theory. This approach requires accurate measurement of cognitive load. In this study, we investigate whether self-reported assessment of cognitive load using a visual analogue scale (VAS), and measurement of the galvanic skin response (GSR) are able to reliably and accurately measure cognitive load during SBME. Five separate experimental conditions are reported, and self-reported VAS and GSR measurements of cognitive load are compared before and after interventions designed to either increase or decrease cognitive load. Twenty-one junior postgraduate medical trainees participated in this study. Data were analyzed using repeated measures ANCOVA. VAS and GSR were highly correlated with each other, and with increasing numbers of recall items in a standard visual spatial memory task. While VAS was more sensitive for discriminating between varying levels of cognitive load during the visual spatial memory task, both VAS and GSR were able to do so. In two simulation scenarios designed to increase cognitive load, increases in VAS measures of cognitive load were statistically significant, while GSR measures were not. GSR decreased significantly in an exercise designed to decrease cognitive load, while VAS did not. Introduction of the worked examples effect in final simulation exercise resulted in statistically significant reductions in both VAS and GSR measures of cognitive load. Limitations and applications of the results are discussed.
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