Optimizing Cognitive Load for Learning and Efficiency

Posted on by admin

Contributor: Amie Davis

1- DECREASE INTRINSIC LOAD – “COMPLEXITY OF NEW INFORMATION”
• Use a spiral curriculum where learners are introduced and re-introduced to increasingly complex topics and encounters
• Encourage continuity with patients over time (allowing familiarization with complexity)
• ”Chunk” or “Sort” encounter into smaller pieces (e.g. Sort information by system)

2. DECREASE EXTRANEOUS LOAD – “UNNECESSARY AND DISTRACTING INFORMATION”
• EXTERNAL EXTRANEOUS LOADS
Optimize learning environment: Decrease interruptions (pages, message alerts, voice interruptions) during a tasks. Ensure all equipment is available and ready including technology and charting equipment. Clearly mark/hold times for tasks that can be seen and respected by others

• INTERNAL EXTRANEOUS LOADS
Manage fatigue – Micro-breaks between tasks to allow re-focus, allow time for nutrition and “bio-breaks”, ensure adequate time held in the day for the tasks needed (so that can be present and not focused on “what comes next/feeling rushed”), wear clothing that is comfortable and adjustable to temperature throughout the day

3. INCREASE GERMANE LOAD – “LINKING NEW INFORMATION WITH CURRENT/PREVIOUSLY STORED INFORMATION SCHEMAS”
• Introduce learning aids (e.g. Mnemonics, rhymes, common links, pattern recognition)
• Link to similar previous presentations or patients seen in the past (also increases spiral learning)
• Use low-fidelity simulation to high fidelity (patient encounters) when possible (e.g. Practice first)


References:
1. Atkinson,R.C and Shiffrin, R.M.(1968). Human memory: A proposed system and its control processes. The psychology of learning and motivation Vol.2 (89-195)
2. Baddeley, A.D. Working Memory. Phil. Trans.R.Soc.Lond.B. Vol 302,311-324(1983)
3. Steven E Roskos, Laurie Fitzpatrick, Bengt Arnetz, Judy Arnetz, Shiva Shrotriya, Elizabeth Hengstebeck, Complex patients’ effect on family physicians: high cognitive load and negative emotional impact, Family Practice, Volume 38, Issue 4, August 2021, Pages 454–459,https://doi.org/10.1093/fampra/cmaa137

Info-morsal – Cognitive LoadDownload

DFM Fund: Supporting scholarship and innovation in Family Medicine

Posted on by Casey Irvin

Contributors
Laura Cleghorn, Managing Director, Research
Bethany Elliott, PCRC Administrative Director

Whether you’re dreaming about a new teaching tool or clinical intervention, curious about using EMR data to answer a clinical question, or wanting to write a scoping review, the DFM Fund is here to help you bring that idea to life. The fund is an internal award designed to support research and scholarship that actually matters to primary care—and to help build up your own research skills along the way.
Past projects have tackled a diverse range of topics using a variety of methods:

  • Co-creation of vignettes to better understand the learning needs of family medicine teachers
  • A survey of providers and patients on their perceptions of dementia prevention in primary care
  • A qualitative study on the impact of OHIP’s three-month wait on pregnant newcomers
  • A pilot and feasibility study to evaluate the effectiveness of modifications to N95 masks to improve fit for bearded individuals
  • A retrospective chart review to assess the patient profile and emergent findings on the impact of the Program for Substance Use in Pregnancy (PROSPR) program

Up to 10 projects are funded annually for $5,000 to $10,000 over two years. There are dedicated funding streams for medical education, palliative care, and knowledge translation projects.

Take-away Tidbits

  • If you’re new to this and want extra support, you can submit a two-page letter of intent by October 1, 2025. Information on what to include in your letter is included in the DFM Fund application package.
  • Full applications are due December 8, 2025. Please review the DFM Fund website and application package for a detailed overview of what to include in your proposal.
  • Eligibility: The Principal Investigator’s primary academic affiliation must be with DFM at McMaster University and projects must be relevant to primary care.

Resources

Check out the resources and past projects on the DFM Fund webpage or contact the friendly staff at DFM for additional support and guidance.