Cited by 111Innovations in Medical EducationVisual and Cognitive Learning ProcessesClinical Reasoning and Diagnostic Skills

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Using cognitive theory to facilitate medical education

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Qiao, Yu Qi, Shen, Jun, Liang, Xiao, Ding, Song, Chen, Fang Yuan, Shao, Li, Zheng, Qing, Ran, Zhi Hua·2014·BMC Medical Education

DOI 10.1186/1472-6920-14-79PMC PMC3989791

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Abstract

BACKGROUND: Educators continue to search for better strategies for medical education. Although the unifying theme of reforms was "increasing interest in, attention to, and understanding of the knowledge base structures", it is difficult to achieve all these aspects via a single type of instruction. METHODS: We used related key words to search in Google Scholar and Pubmed. Related search results on this topic were selected for discussion. RESULTS: Despite the range of different methods used in medical education, students are still required to memorize much of what they are taught, especially for the basic sciences. Subjects like anatomy and pathology carry a high intrinsic cognitive load mainly because of the large volume of information that must be retained. For these subjects, decreasing cognitive load is not feasible and memorizing appears to be the only strategy, yet the cognitive load makes learning a challenge for many students. Cognitive load is further increased when inappropriate use of educational methods occurs, e.g., in problem based learning which demands clinical reasoning, a high level and complex cognitive skill. It is widely known that experts are more skilled at clinical reasoning than novices because of their accumulated experiences. These experiences are based on the formation of cognitive schemata. In this paper we describe the use of cognitive schemata, developed by experts as worked examples to facilitate medical students' learning and to promote their clinical reasoning. CONCLUSION: We suggest that cognitive load theory can provide a useful framework for understanding the challenges and successes associated with education of medical professionals.

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Authors: Qiao, Y. Q., Shen, J., Liang, X., Ding, S., Chen, F. Y., Shao, L., Zheng, Q., & Ran, Z. H.
Affiliations: Shanghai Jiao Tong University (CN)
Corresponding author: Ran, Zhi Hua
ORCID: Shen, Jun
Liang, Xiao
Ding, Song
Zheng, Qing
Ran, Zhi Hua
Venue: BMC Medical Education
Publisher: Springer Science and Business Media LLC
Published: 2014-04-14
Volume: 14
Issue: 1
Pages: 79-79
ISSN: 1472-6920 (ISSN-L)
DOI: 10.1186/1472-6920-14-79
PMC: PMC3989791
OpenAlex: W2136692330
Cited by: 111
References: 59
Citations by year: 2026: 7 · 2025: 6 · 2024: 9 · 2023: 10 · 2022: 12 · 2021: 14 · 2020: 12 · 2019: 7 · 2018: 10 · 2017: 7 · 2016: 11 · 2015: 6
FWCI: 7.96
Type: journal article
Language: en
Open access: gold
doi.org
Licence: cc-by
www.springer.com/tdm (unspecified)
Locations: BMC Medical Education (publishedVersion, cc-by)
Europe PMC (PubMed Central) (publishedVersion, cc-by)
PubMed Central (publishedVersion, cc-by)
PubMed (publishedVersion)
Funders: Shanghai Jiao Tong University
Chinese Medical Association
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, cognitive schemas, worked examples, clinical reasoning, medical education, problem-based learning, memorization, expert-novice differences, anatomy education, pathology education
MeSH terms: Cognition, Education, Medical, Humans, Learning, Psychological Theory, Teaching, Problem-Based Learning

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Using cognitive theory to facilitate medical education

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