Abstract
Cognitive Load Theory (CLT) is a theory originally conceptualized for educational purposes, the implementation of which is seen as best practice during Simulation-Based Education (SBE) design. To explore and describe how ECP students experienced managing a high cognitive load during simulation-based education.
This study was conducted using an explanatory sequential design using a mixed-method approach consisting of two phases. The sample size of the study was 21 participants that form part of the final- year ECP students at Nelson Mandela University. Phase 1 was a quantitative phase where a cognitive load survey was employed, namely the Cognitive Load Assessment Scales in Simulation (CLAS-Sim). 21 Participants received the questionnaire (n=21), 18 completed the questionnaire (Phase 1) and 11 agreed to form part of Phase 2. Ultimately 8 participants were interviewed in Phase 2. It was used to identify students who experienced a high cognitive load during teaching and learning simulations, a 9-point Likert scale was used to determine the level of agreement with each statement. Phase 2 of this study was explorative and descriptive using qualitative descriptive techniques and a semi-structured interview approach. Simple descriptive statistical analysis allowed the researcher to rank the students’ grand mean of their responses on the Likert scale survey.
In Phase 1, the CLAS-Sim questionnaire was distributed. Students who self-reported high GL during the simulation teaching and learning scenario on the CLAS-Sim questionnaire formed the result of Phase 1, they were asked how they managed a high cognitive load in the teaching and learning simulation in Phase 2. Results from the interview phase of Cognitive load management strategies during SBE were categorised: Cognitive processes assist in managing the cognitive load. Acknowledgement of emotional and psychological responses. Mastering communication and collaboration with other stakeholders in the simulation. Applying planning, familiarity, structure, and task management during simulation-based education. This study provided valuable insight into the complexity of how ECP students experience and manage high cognitive load during SBE. The take-home message is that intentionally developing cognitive, emotional, and collaborative skills can empower students to perform more effectively under pressure, and applying these insights can enhance learning, resilience, and ultimately patient care.