The use of cognitive load theory to assist in the teaching of electrocardiogram interpretation within paramedical science education

Abstract

AbstractBackgroundParamedics are expected to record electrocardiograms (ECGs) as part of their clinical assessment; however, it is an extremely difficult skill to learn and understand as it has a high intrinsic cognitive load which can also be challenging to teach effectively.AimsThis article will explore the use of cognitive load theory to assist in the teaching of ECG interpretation within the context of paramedical education.DescriptionCognitive load theory can be useful to aid teaching within complex medical and health science domains including clinical skills teaching.ConclusionsThe application of cognitive load theory to the teaching of ECG interpretation can be useful as it allows for the development of understanding, building schemata linking information currently being learned to knowledge already gained within the long‐term memory, which can maximise germane load by the appropriate selection of intrinsic load, minimising extraneous load therefore not overloading the working memory.