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This quasiexperimental post-test study aimed to design and apply an instructional design framework grounded in CLT to optimize total cognitive load during clinical skills training in a clinical skills laboratory. Year 2 medical students were assigned to an intervention group using the developed framework or a control group using ordinary teaching. CLT-based design significantly reduced total cognitive load and improved clinical skills performance.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/effectiveness-of-instructional-design-framework-based-on-cognitive-load-theory-for-clinical-skills-training/589042/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/effectiveness-of-instructional-design-framework-based-on-cognitive-load-theory-for-clinical-skills-training/589042.png","ImageObject",300,407,{"name":92,"@type":93},"Nguyễn Văn Học","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What was the purpose of this study?","Question",{"text":111,"@type":112},"To design an instructional framework based on cognitive load theory to optimize the total cognitive load imposed on medical students during clinical skills training.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How was the intervention implemented and evaluated?",{"text":116,"@type":112},"An instructional design framework based on CLT was delivered to the intervention group, while the control group received ordinary teaching. Cognitive load was measured with the Cognitive Load Inventory immediately after training for both groups.",{"name":118,"@type":109,"acceptedAnswer":119},"What were the main findings?",{"text":120,"@type":112},"The group receiving the developed framework showed lower total cognitive load with statistical significance, and the intervention group demonstrated higher clinical skills performance than the control group.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},589042,1792066437,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":128,"read_time":142},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","DOI: 10.20535/2410-8286 .225686  \nEFFECTIVENESS OF INSTRUCTIONAL DESIGN FRAMEWORK BASED ON COGNITIVE LOAD THEORY FOR CLINICAL SKILLS TRAINING  \nNourhan F Wasfy, Rabab Abdel Raoof Abed (Corresponding author), Enas Mohamed Gouda, Mona Sayed Ghaly, Yasser Mohamed El-Wazir  \nSuez Canal University, Egypt  \n[dr.rababraoof@gmail.com](dr.rababraoof@gmail.com)  \nPurpose: Cognitive load theory (CLT) is receiving increased recognition in medical education and it was cited as an important theoretical framework for simulation-based medical education. Simulated learning environments can place a high demand on the cognitive resources of the learners, hence, we aimed to design an instructional framework to optimise the total cognitive load imposed on the medical students during their clinical skills training in the clinical skills laboratory. Method: This study is a quasiexperimental post-test design. The sampling technique was purposive sampling, which included year 2 students at the Faculty of Medicine-Suez Canal University population. The study was conducted in the clinical skills and simulation laboratory. The intervention group received a developed instructional design framework based on CLT. The control group learned with the ordinary teaching method without any intervention. The cognitive load was measured using the Cognitive Load Inventory (CLI) immediately after the training session for both groups. Furthermore, students’ achievement in the clinical skill laboratory was compared in both groups. Findings: The total cognitive load is lower in the group that received the developed instructional design than that of the control group, and this result was statistically significant. Also, the performance of the intervention group is higher than in the control group. Implications for research and practice: The developed instructional design framework is a potentially useful guide for managing students' cognitive load in the clinical skills training session.  \nKeywords: cognitive load theory; clinical skills training; instructional design; working memory’ simulated environment.  \nIntroduction  \nSimulated learning environments place a high demand on the cognitive resources of the learners’working memory. Emotions experienced by students in a simulated environment will affect what they learn Tremblay et al., (2017) . Most studies in this area focused on measuring CLT, or testing contributors to this construct, however, little research worked on developing an instructional framework based on CLT especially in a clinical simulated environment.  \nCLT was first described by Sweller (1988) . It represents an important learning theory. CLT is an example of a wide variety of theories adopted by medical education from other fields as originated in educational psychology Kalyuga (2011) . This theory explains learning according to three important aspects: the types of memory (working and long-term memory), the learning process, and the forms of cognitive load that affect our learning Sweller (1988) . The main assumption of CLT is that working memory and information processing is limited, which implicates that cognitive load exceeding the individual learner’s cognitive capacities leads to cognitive overload Sweller (1988) . Hence, CLT makes specific instructional design prescriptions for managing working memory load as a key issue for successful learning and performance Kalyuga (2011) . Despite the increasing part of CLT research, most of the data, available to support the theory, comes from experiments in high school and college learners in traditional learning environments De Jong (2010) . Recently, CLT is being increasingly cited as an important theoretical framework for simulation-based medical education, because simulated learning environments can place a high demand on the cognitive resources of the learners Reedy (2015) .  \nEvolutionary psychology in CLT emphasises the distinction between primary source of knowledge and secondary source of knowledg","cbCaieB9NOSGssWm","https://ap.wps.com/l/cbCaieB9NOSGssWm","pdf",556630,"English","# Purpose and Study Aim\n# Method\n## Intervention and Control Conditions\n## Measurement and Outcomes\n# Findings\n# Implications for Research and Practice","[{\"question\":\"What was the purpose of this study?\",\"answer\":\"To design an instructional framework based on cognitive load theory to optimize the total cognitive load imposed on medical students during clinical skills training.\"},{\"question\":\"How was the intervention implemented and evaluated?\",\"answer\":\"An instructional design framework based on CLT was delivered to the intervention group, while the control group received ordinary teaching. Cognitive load was measured with the Cognitive Load Inventory immediately after training for both groups.\"},{\"question\":\"What were the main findings?\",\"answer\":\"The group receiving the developed framework showed lower total cognitive load with statistical significance, and the intervention group demonstrated higher clinical skills performance than the control group.\"}]","EFFECTIVENESS OF INSTRUCTIONAL DESIGN FRAMEWORK BASED ON COGNITIVE LOAD THEORY FOR CLINICAL SKILLS TRAINING | PDF",18]