Features of the learner, task, and instructional environment that predict cognitive load types during patient handoffs: Implications for instruction

Applied Cognitive Psychology

Volumn 35, Issue 3, 2021, Pages 775-784

  Young, John Q ^a,b   Thakker, Krima ^b   John, Majnu ^b   Friedman, Karen ^a   Sugarman, Rebekah ^c   Sewell, Justin L ^d   O'Sullivan, Patricia S ^d  

^a DONALD AND BARBARA ZUCKER SCHOOL OF MEDICINE AT HOFSTRA NORTHWELL   (United States)

^b ZUCKER HILLSIDE HOSPITAL   (United States)

^c UNIVERSITY OF MICHIGAN MEDICAL SCHOOL   (United States)

^d UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

cognitive load theory; cognitive load types; instructional design; medical education; patient handoffs; patient safety

Indexed keywords

ARTICLE; CLINICAL HANDOVER; COGNITION; COGNITIVE LOAD; COGNITIVE LOAD INVENTORY FOR HANDOFF; COGNITIVE THERAPY; CROSS-SECTIONAL STUDY; ENVIRONMENTAL FACTOR; EXTRINSIC COGNITIVE LOAD; FATIGUE; GERMANE COGNITIVE LOAD; HUMAN; HUMAN EXPERIMENT; INTRINSIC COGNITIVE LOAD; KNOWLEDGE; MENTAL FUNCTION; NORMAL HUMAN; PATIENT INFORMATION; PROSPECTIVE STUDY; STANDARDIZATION; TRAINING; VERBAL COMMUNICATION; WORKING MEMORY;

EID: 85100946745     PISSN: 08884080     EISSN: 10990720     Source Type: Journal    
DOI: 10.1002/acp.3803     Document Type: Article

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