The DOI matches its Crossref record; 36 of the 36 references it cites were found in a registry or an index.
From Theory to Practice: The Application of Cognitive Load Theory to the Practice of Medicine
Open accessAbstract
Cognitive load theory has become a leading model in educational psychology and has started to gain traction in the medical education community over the last decade. The theory is rooted in our current understanding of human cognitive architecture in which an individual’s limited working memory and unlimited long-term memory interact during the process of learning. Though initially described as primarily a theory of learning, parallels between cognitive load theory and broader aspects of medical education as well as clinical practice are now becoming clear. These parallels are particularly relevant and evident in complex clinical environments, like resuscitation medicine. The authors have built on these connections to develop a recontextualized version of cognitive load theory that applies to complex professional domains and in which the connections between the theory and clinical practice are made explicit, with resuscitation medicine as a case study. Implications of the new model for medical education are also presented along with suggested applications.
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“This aligns with prior evidence suggesting that higher-quality, context-relevant data enables physicians to focus on diagnostically meaningful cues and filter out noise38.”
From When better data meets better design: How EHR data usability and system usability shape physicians' cognitive load (2026) · cites this paper as [38]
In the citing paper
“Cognitive load must be managed for effective problem-solving and clinical decision-making (correct decisions/reduction of errors), as levels of cognitive load influence decisions and outcomes38,49–53.”
From When better data meets better design: How EHR data usability and system usability shape physicians' cognitive load (2026) · cites this paper as [38]
In the citing paper
“Unnecessary factors (such as distractions) complicate use situations and raise cognitive load38.”
From When better data meets better design: How EHR data usability and system usability shape physicians' cognitive load (2026) · cites this paper as [38]
In the citing paper
“Increased focus lessens the perception of information overload, promotes attention economics, and helps physicians concentrate on specific environmental cues38.”
From When better data meets better design: How EHR data usability and system usability shape physicians' cognitive load (2026) · cites this paper as [38]
Citations
Cites
Diamond, A. (2013) · Annual Review of Psychology · doi:10.1146/annurev-psych-113011-143750 · Cited by 13,268
Cognitive Architecture and Instructional Design
Sweller, J., van Merrienboer, J. J. G., & Paas, F. G. W. C. (1998) · Educational Psychology Review · doi:10.1023/a:1022193728205 · Cited by 6,023
Self-citationEricsson, K. A., & Kintsch, W. (1995) · Psychological Review · doi:10.1037/0033-295x.102.2.211 · Cited by 3,498
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Cognitive Architecture and Instructional Design: 20 Years Later
Sweller, J., van Merriënboer, J. J. G., & Paas, F. (2019) · Educational Psychology Review · doi:10.1007/s10648-019-09465-5 · Cited by 2,337
Self-citationElement Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load
Sweller, J. (2010) · Educational Psychology Review · doi:10.1007/s10648-010-9128-5 · Cited by 2,020
Self-citationCognitive load theory in health professional education: design principles and strategies
Van Merriënboer, J. J. G., & Sweller, J. (2010) · Medical Education · doi:10.1111/j.1365-2923.2009.03498.x · Cited by 1,511
Self-citationDecomposing adult age differences in working memory
Salthouse, T. A., & Babcock, R. L. (1991) · Developmental Psychology · doi:10.1037/0012-1649.27.5.763 · Cited by 1,373
Choi, H.-H., van Merriënboer, J. J. G., & Paas, F. (2014) · Educational Psychology Review · doi:10.1007/s10648-014-9262-6 · Cited by 413
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Skulmowski, A., & Xu, K. M. (2022) · Educational Psychology Review · doi:10.1007/s10648-021-09624-7 · Cited by 678
The Validity of Physiological Measures to Identify Differences in Intrinsic Cognitive Load
Ayres, P., Lee, J. Y., PAAS, F. G. W. C., & van Merriënboer, J. J. G. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.702538 · Cited by 232
Virtual Reality Head-Mounted Displays in Medical Education
Tursø-Finnich, T., Jensen, R. O., Jensen, L. X., Konge, L., & Thinggaard, E. (2022) · Simulation in Healthcare The Journal of the Society for Simulation in Healthcare · doi:10.1097/sih.0000000000000636 · Cited by 95
Cognitive Load Management: An Invaluable Tool for Safe and Effective Surgical Training
Howie, E. E., Dharanikota, H., Gunn, E., Ambler, O., DIAS, R. D., Wigmore, S. J., Skipworth, R. J. E., & Yule, S. (2023) · Journal of surgical education · doi:10.1016/j.jsurg.2022.12.010 · Cited by 94
The Assessment Burden in Competency-Based Medical Education: How Programs Are Adapting
Szulewski, A., Braund, H., Dagnone, D., McEwen, L., Dalgarno, N., Schultz, K., & Hall, A. K. (2023) · Academic Medicine · doi:10.1097/acm.0000000000005305 · Cited by 75
Self-citation
Metadata
- Authors
- Szulewski, A., Howes, D., van Merriënboer, J. J. G., & Sweller, J.
- Affiliations
- Queen's University (CA)
- Maastricht University (NL)
- UNSW Sydney (AU)
- Corresponding author
- Szulewski, Adam
- Venue
- Academic Medicine
- Publisher
- Oxford University Press (OUP)
- Published
- 2020-12-29
- Volume
- 96
- Issue
- 1
- Pages
- 24-30
- ISSN
- 1040-2446 (ISSN-L)
- OpenAlex
- W3029841721
- Cited by
- 171
- References
- 36
- Citations by year
- 2026: 44 · 2025: 35 · 2024: 27 · 2023: 32 · 2022: 16 · 2021: 14 · 2020: 3
- FWCI
- 12.19
- Type
- journal article
- Language
- en
- Open access
- Licence
- other-oa
- Locations
- Academic Medicine (publishedVersion)
- PubMed (publishedVersion)
- Research Publications (Maastricht University) (publishedVersion, other-oa)
- Research Publications (Maastricht University) (submittedVersion, other-oa)
- Topics
- Social Sciences › Education › Innovations in Medical Education
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Health Sciences › Medicine › Family Practice › Clinical Reasoning and Diagnostic Skills
- Keywords
- cognitive load theory, medical education, clinical practice, working memory, long-term memory, resuscitation medicine, clinical decision-making
- MeSH terms
- Adult, Attitude of Health Personnel, Cognition, Delivery of Health Care, Education, Medical, Female, Humans, Learning, Male, Memory, Physicians, Students, Medical, Models, Educational, Young Adult
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