EFFECTIVENESS OF INSTRUCTIONAL DESIGN FRAMEWORK BASED ON COGNITIVE LOAD THEORY FOR CLINICAL SKILLS TRAINING

Purpose: Cognitive load theory (CLT) is receiving increased recognition in medical education and it was cited as an important theoretical framework for simulation-based education. Simulated learning environments can place a high demand on the cognitive resources of learners, hence, we aimed to design instructional optimise total imposed students during their clinical skills training laboratory. Method: This study quasi-experimental post-test design. The sampling technique purposive sampling, which included year 2 at Faculty Medicine-Suez Canal University population. conducted simulation intervention group received developed based CLT. control learned with ordinary teaching method without any intervention. measured using Load Inventory (CLI) immediately after session both groups. Furthermore, students’ achievement skill laboratory compared Findings: lower that than group, this result statistically significant. Also, performance higher group. Implications research practice: potentially useful guide managing students' session.