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标题：Measuring cognitive load: mixed results from a handover simulation for medical students
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作者：John Q. Young ; David M. Irby ; Maria-Louise Barilla-LaBarca 等
期刊名称：Perspectives on Medical Education
印刷版ISSN：2212-2761
电子版ISSN：2212-277X
出版年度：2016
卷号：5
期号：1
页码：24-32
DOI：10.1007/s40037-015-0240-6
出版社：Springer Verlag
摘要：Introduction The application of cognitive load theory to workplace-based activities such as patient handovers is hindered by the absence of a measure of the different load types. This exploratory study tests a method for measuring cognitive load during handovers. Methods The authors developed the Cognitive Load Inventory for Handoffs (CLI4H) with items for intrinsic, extraneous, and germane load. Medical students completed the measure after participating in a simulated handover. Exploratory factor and correlation analyses were performed to collect evidence for validity. Results Results yielded a two-factor solution for intrinsic and germane load that explained 50 % of the variance. The extraneous load items performed poorly and were removed from the model. The score for intrinsic load correlated with the Paas Cognitive Load scale ( r = 0.31, p = 0.004) and was lower for students with more prior handover training ( p = 0.036). Intrinsic load did not, however, correlate with performance. Germane load did not correlate with the Paas Cognitive Load scale but did correlate as expected with performance ( r = 0.30, p = 0.005) and was lower for those students with more prior handover training ( p = 0.03). Conclusions The CLI4H yielded mixed results with some evidence for validity of the score from the intrinsic load items. The extraneous load items performed poorly and the use of only a single item for germane load limits conclusions. The instrument requires further development and testing. Study results and limitations provide guidance to future efforts to measure cognitive load during workplace-based activities, such as handovers.
关键词：Measurement ;Cognitive Load ;Handover ;Validity ;Cognitive Load Theory