# Evidence-based teaching: The examination and use of psychological theories in medical education research using the example of cognitive load theory

## TL;DR

This paper explores how psychological theories, like cognitive load theory, can guide the design of effective teaching methods in medical education.

## Contribution

The paper highlights the practical application and limitations of cognitive load theory in medical education research.

## Key findings

- Cognitive load theory is based on findings from memory psychology and informs teaching methods.
- The modality and split-attention effects demonstrate how theory can shape educational materials.
- The paper discusses limitations and further developments of cognitive load theory in medical contexts.

## Abstract

One goal of medical education research is to optimally design teaching and learning processes so that students are supported in acquiring sustainable knowledge and competencies. To this end, education research systematically deals with the conditions and effects of teaching and learning. Therefore, it is situated in the field of teaching and learning research, which is clearly empirically oriented (and not pedagogically-humanistic). This article illuminates the role of empirically tested theories in medical education research using the example of cognitive load theory (CLT). For this purpose, some fundamental aspects of psychological research are discussed first. This is followed by a presentation of CLT, which is based on findings from memory psychology. Based on findings on the modality effect and the split-attention effect, it is illustrated how findings from tested theories can contribute to the development of teaching and learning methods and materials in practice and what limitations exist. Finally, some further developments of CLT and its relevance for medical professionals are presented.