Twelve tips for medical curriculum design from a cognitive load theory perspective
Open accessAbstract
During their course, medical students have to become proficient in a variety of competencies. For each of these competencies, educational design can use cognitive load theory to consider three dimensions: task fidelity: from literature (lowest) through simulated patients (medium) to real patients (highest); task complexity: the number of information elements in a learning task; and instructional support: from worked examples (highest) through completion tasks (medium) to autonomous task performance (lowest). One should integrate any competency into a medical curriculum such that training in that competency facilitates the students' journey that starts from high instructional support on low-complexity low-fidelity learning tasks all the way to high-complexity tasks in high-fidelity environments carried out autonomously. This article presents twelve tips on using cognitive load theory or, more specifically, a set of four tips for each of task fidelity, task complexity, and instructional support, to achieve that aim.
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The effects of different teaching methods on students' cognitive load have been described in other settings.
“The effects of different teaching methods on students’ cognitive load have been described in other settings [5, 20–24].”
From Teaching a single manual therapy technique at a time reduces cognitive load in physiotherapy students: a randomized controlled educational study (2025) · cites this paper as [22]
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- Authors
- Leppink, J., & Duvivier, R.
- Affiliations
- Maastricht University (NL)
- University of Newcastle Australia (AU)
- Corresponding author
- Leppink, Jimmie
- Venue
- Medical Teacher
- Publisher
- Informa UK Limited
- Published
- 2016-01-25
- Volume
- 38
- Issue
- 7
- Pages
- 669-674
- ISSN
- 0142-159X (ISSN-L)
- 1466-187X
- OpenAlex
- W2257885826
- Cited by
- 96
- References
- 25
- Citations by year
- 2026: 9 · 2025: 12 · 2024: 10 · 2023: 8 · 2022: 10 · 2021: 11 · 2020: 12 · 2019: 6 · 2018: 9 · 2017: 6 · 2016: 3
- FWCI
- 7.93
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- Medical Teacher (publishedVersion, cc-by)
- PubMed (publishedVersion)
- Research Publications (Maastricht University) (publishedVersion, cc-by)
- University of Groningen research database (University of Groningen / Centre for Information Technology) (submittedVersion)
- Research Publications (Maastricht University) (submittedVersion, other-oa)
- NOVA (University of Newcastle Australia) (submittedVersion)
- Topics
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › 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 curriculum development, task complexity, pedagogical support, worked examples, standardized patients, competency-based education, medical education
- MeSH terms
- Clinical Competence, Cognition, Curriculum, Education, Medical, Humans, Learning, Psychological Theory, Models, Educational
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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