Impact of Pre-Briefing and Worked-out Modeling to Reduce Cognitive Overload During an Interprofessional Simulation

Objective: Cognitive load theory suggests that educators should optimize intrinsic (IL) and germane load (GL) so that a task is appropriately challenging while optimizing the learning environment to reduce extraneous load (EL). The objective was to compare differences in self-perceived cognitive load between those who received and those who did not receive pre-briefing and worked-out modeling (WOM) prior to a simulation. The hypothesis is that pre-briefing and WOM would reduce EL while optimizing GL and IL.