{"id":3818,"date":"2023-05-17T21:07:00","date_gmt":"2023-05-17T21:07:00","guid":{"rendered":"https:\/\/www.osmosis.org\/blog\/?p=3818"},"modified":"2026-01-16T14:24:57","modified_gmt":"2026-01-16T22:24:57","slug":"cognitive-load-what-is-it-and-why-does-it-matter-in-healthcare-education","status":"publish","type":"post","link":"https:\/\/www.osmosis.org\/blog\/cognitive-load-what-is-it-and-why-does-it-matter-in-healthcare-education","title":{"rendered":"Cognitive Load: What is it and why does it matter in healthcare education?"},"content":{"rendered":"<div id=\"ez-toc-container\" class=\"ez-toc-v2_0_80 ez-toc-wrap-center counter-hierarchy ez-toc-counter ez-toc-custom ez-toc-container-direction\">\n<div class=\"ez-toc-title-container\">\n<p class=\"ez-toc-title\" style=\"cursor:inherit\">In This Article<\/p>\n<span class=\"ez-toc-title-toggle\"><a href=\"#\" class=\"ez-toc-pull-right ez-toc-btn ez-toc-btn-xs ez-toc-btn-default ez-toc-toggle\" aria-label=\"Toggle Table of Content\"><span class=\"ez-toc-js-icon-con\"><span class=\"\"><span class=\"eztoc-hide\" style=\"display:none;\">Toggle<\/span><span class=\"ez-toc-icon-toggle-span\"><svg style=\"fill: #999;color:#999\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" class=\"list-377408\" width=\"20px\" height=\"20px\" viewBox=\"0 0 24 24\" fill=\"none\"><path d=\"M6 6H4v2h2V6zm14 0H8v2h12V6zM4 11h2v2H4v-2zm16 0H8v2h12v-2zM4 16h2v2H4v-2zm16 0H8v2h12v-2z\" fill=\"currentColor\"><\/path><\/svg><svg style=\"fill: #999;color:#999\" class=\"arrow-unsorted-368013\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"10px\" height=\"10px\" viewBox=\"0 0 24 24\" version=\"1.2\" baseProfile=\"tiny\"><path d=\"M18.2 9.3l-6.2-6.3-6.2 6.3c-.2.2-.3.4-.3.7s.1.5.3.7c.2.2.4.3.7.3h11c.3 0 .5-.1.7-.3.2-.2.3-.5.3-.7s-.1-.5-.3-.7zM5.8 14.7l6.2 6.3 6.2-6.3c.2-.2.3-.5.3-.7s-.1-.5-.3-.7c-.2-.2-.4-.3-.7-.3h-11c-.3 0-.5.1-.7.3-.2.2-.3.5-.3.7s.1.5.3.7z\"\/><\/svg><\/span><\/span><\/span><\/a><\/span><\/div>\n<nav><ul class='ez-toc-list ez-toc-list-level-1 ' ><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-1\" href=\"https:\/\/www.osmosis.org\/blog\/cognitive-load-what-is-it-and-why-does-it-matter-in-healthcare-education\/#Types_of_Cognitive_Load\" >Types of Cognitive Load&nbsp;<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-2\" href=\"https:\/\/www.osmosis.org\/blog\/cognitive-load-what-is-it-and-why-does-it-matter-in-healthcare-education\/#Cognitive_Load_Theory\" >Cognitive Load Theory<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-3\" href=\"https:\/\/www.osmosis.org\/blog\/cognitive-load-what-is-it-and-why-does-it-matter-in-healthcare-education\/#Cognitive_Load_in_Healthcare_Education\" >Cognitive Load in Healthcare Education<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-4\" href=\"https:\/\/www.osmosis.org\/blog\/cognitive-load-what-is-it-and-why-does-it-matter-in-healthcare-education\/#Strategies_to_Reduce_Cognitive_Load_in_Healthcare_Education%E2%80%AF\" >Strategies to Reduce Cognitive Load in Healthcare Education\u202f&nbsp;<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-5\" href=\"https:\/\/www.osmosis.org\/blog\/cognitive-load-what-is-it-and-why-does-it-matter-in-healthcare-education\/#Active_Learning_Strategies%E2%80%AF\" >Active Learning Strategies\u202f&nbsp;<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-6\" href=\"https:\/\/www.osmosis.org\/blog\/cognitive-load-what-is-it-and-why-does-it-matter-in-healthcare-education\/#Multimedia_and_Technology%E2%80%AF\" >Multimedia and Technology\u202f&nbsp;<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-7\" href=\"https:\/\/www.osmosis.org\/blog\/cognitive-load-what-is-it-and-why-does-it-matter-in-healthcare-education\/#Simplification_of_Complex_Information%E2%80%AF\" >Simplification of Complex Information\u202f&nbsp;<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-8\" href=\"https:\/\/www.osmosis.org\/blog\/cognitive-load-what-is-it-and-why-does-it-matter-in-healthcare-education\/#Collaborative_Learning\" >Collaborative Learning<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-9\" href=\"https:\/\/www.osmosis.org\/blog\/cognitive-load-what-is-it-and-why-does-it-matter-in-healthcare-education\/#Conclusion\" >Conclusion<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-10\" href=\"https:\/\/www.osmosis.org\/blog\/cognitive-load-what-is-it-and-why-does-it-matter-in-healthcare-education\/#Key_Takeaways\" >Key Takeaways<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-11\" href=\"https:\/\/www.osmosis.org\/blog\/cognitive-load-what-is-it-and-why-does-it-matter-in-healthcare-education\/#Contributors\" >Contributors<\/a><\/li><\/ul><\/li><\/ul><\/nav><\/div>\n\n<p class=\"wp-block-paragraph\"><em><strong>Healthcare students must absorb an enormous amount of information over a short period of time. Learn about the different types of cognitive load, some challenges with each type, and strategies to reduce the negative impacts on cognitive load in today&#8217;s Osmosis blog.<\/strong><\/em><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Have you ever wondered whether or not your students fully comprehend the information you teach in class? When it comes to such a multifaceted education journey as healthcare, you\u2019re not alone.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u00a0In 1988, psychologist John Sweller developed Cognitive Load Theory and published &#8220;Cognitive Load During Problem-Solving: Effects on Learning&#8221;\u202fin the journal \u202f<a href=\"http:\/\/onlinelibrary.wiley.com\/doi\/10.1207\/s15516709cog1202_4\/abstract\" target=\"_blank\" rel=\"noreferrer noopener\">Cognitive Science<\/a>. &#8220;<a href=\"https:\/\/www.osmosis.org\/learn\/Cognitive_load\" target=\"_blank\" rel=\"noreferrer noopener\">Cognitive load<\/a>&#8221; relates to the amount of information working memory can hold at one time. In healthcare education, understanding cognitive load theory can help you teach more effectively and help your students retain more information.\u00a0<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Types_of_Cognitive_Load\"><\/span>Types of Cognitive Load&nbsp;<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Cognitive load theory is a living theory that is being adjusted based on new studies. Currently, there are two kinds of cognitive load:&nbsp;<\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li><em>Intrinsic cognitive load<\/em><em>:<\/em>&nbsp;load related to the learning task, like the topic of a lecture, or the skill you\u2019re supposed to practice. It\u2019s the \u201cgood\u201d load that\u2019s intended and expected to be there.&nbsp;<\/li>\n\n\n\n<li><em>Extraneous cognitive load<\/em>: load not related to learning a task.&nbsp;This can be irrelevant sounds and images from the surrounding environment or from the instructional content itself containing unnecessary details that overcomplicate learning.&nbsp;<\/li>\n<\/ol>\n\n\n\n<p class=\"wp-block-paragraph\">Together, the intrinsic and extraneous loads make up the total cognitive load. The general goal is to limit extraneous load. However, there\u2019s a third important factor that used to be called germane load and is now also called germane processing. Germane processing is the capacity of the working memory to link new ideas with information in the long-term memory. You can think of this as the attention you&#8217;re giving to learning at a given time.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The ideal combination of these two types of cognitive load for healthcare education is to manage how complicated a learning task is for students (intrinsic load) and reduce distracting material (extraneous load) to encourage successful germane processing.&nbsp;<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Cognitive_Load_Theory\"><\/span>Cognitive Load Theory<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\"><a href=\"https:\/\/www.mindtools.com\/aqxwcpa\/cognitive-load-theory\" target=\"_blank\" rel=\"noreferrer noopener\">Cognitive Load Theory<\/a>\u202fbuilds on the premise that working memory has a limited capacity and that overloading it reduces the ability of students to move information from working memory to long-term memory. Its principal applications are to offer practical strategies to optimize learning within education settings. Cognitive load theory can help&nbsp;you design training or learning materials that reduce the demands on a learner&#8217;s working memory, so they learn more effectively.\u202f\u202f<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Learning is hard or impossible when the total cognitive load on students is too high. If you overload a student&#8217;s working memory with intrinsic load (making the task too difficult to comprehend or carry out) or extraneous load (giving too many distracting stimuli), you don&#8217;t leave enough to achieve successful germane processing levels.&nbsp;<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Cognitive_Load_in_Healthcare_Education\"><\/span>Cognitive Load in Healthcare Education<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">As with any field, specific cognitive load challenges arise within healthcare education, depending on the topic.\u202fMedical students may experience different cognitive load challenges than\u202fnursing or dental students.\u202f \u202f\u202f&nbsp;<br><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">For example, seasoned endoscopy teachers described the\u202f<a href=\"https:\/\/pubmed.ncbi.nlm.nih.gov\/31425188\/\" target=\"_blank\" rel=\"noreferrer noopener\">cognitive load learning challenges<\/a>\u202fthey witnessed students experience relate to a combination of:\u202f&nbsp;<\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li>Trainees:&nbsp;&nbsp;(performance over mastery goal orientation, low self-efficacy, lack of awareness)&nbsp;<\/li>\n\n\n\n<li>Tasks:&nbsp;(psychomotor challenges, mental model development, tactile understanding)&nbsp;<\/li>\n\n\n\n<li>Teachers:&nbsp;(teacher-trainee relationship, inadequate teaching, teaching variability)&nbsp;<\/li>\n\n\n\n<li>Settings:&nbsp;(internal\/external distractions, systems issues)&nbsp;<\/li>\n<\/ol>\n\n\n\n<p class=\"wp-block-paragraph\">Although healthcare education cognitive load varies, typical examples of high cognitive load activities include:&nbsp;<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Presenting hard-to-read diagrams or charts with too much information\u202f&nbsp;<\/li>\n\n\n\n<li>Teaching complex medical procedures with limitations in visual and tactile information\u202f&nbsp;<\/li>\n\n\n\n<li>Proceeding with complicated information before students grasp foundational information\u202f&nbsp;<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">Ultimately, challenges of cognitive load in healthcare education exist, and educators who understand these challenges can execute teaching strategies that best support learners.&nbsp;<\/p>\n\n\n\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" height=\"577\" width=\"1024\" src=\"https:\/\/www.osmosis.org\/blog\/wp-content\/uploads\/sites\/2\/2023\/05\/Cognitive-Load.jpg?w=1024\" alt=\"A graphic illustrating cognitive load and how working memory can get overloaded, limiting the amount of information our brains can take in. The graphic illustrates that learning ends when the cognitive load in our brains is too high.\" class=\"wp-image-7670\" srcset=\"https:\/\/www.osmosis.org\/blog\/wp-content\/uploads\/sites\/2\/2023\/05\/Cognitive-Load.jpg 1920w, https:\/\/www.osmosis.org\/blog\/wp-content\/uploads\/sites\/2\/2023\/05\/Cognitive-Load.jpg?resize=300,169 300w, https:\/\/www.osmosis.org\/blog\/wp-content\/uploads\/sites\/2\/2023\/05\/Cognitive-Load.jpg?resize=768,432 768w, https:\/\/www.osmosis.org\/blog\/wp-content\/uploads\/sites\/2\/2023\/05\/Cognitive-Load.jpg?resize=1024,577 1024w, https:\/\/www.osmosis.org\/blog\/wp-content\/uploads\/sites\/2\/2023\/05\/Cognitive-Load.jpg?resize=1536,865 1536w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Strategies_to_Reduce_Cognitive_Load_in_Healthcare_Education%E2%80%AF\"><\/span>Strategies to Reduce Cognitive Load in Healthcare Education\u202f&nbsp;<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">The following strategies support strong\u202f<a href=\"https:\/\/www.osmosis.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">learning environments<\/a>\u202fand reduce cognitive load for optimal information retention.\u202f&nbsp;<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Active_Learning_Strategies%E2%80%AF\"><\/span>Active Learning Strategies\u202f&nbsp;<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\"><a href=\"https:\/\/www.osmosis.org\/blog\/2023\/03\/31\/how-to-support-active-learning-in-your-program\" target=\"_blank\" rel=\"noreferrer noopener\">Active learning<\/a>\u202fencourages students to engage with the material through an activity or exercise with the instructor as a learning facilitator and guide.&nbsp;The process promotes higher-order thinking while students learn to apply knowledge in a safe space. &nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Active learning exercises to implement in the classroom include multiple-choice questions, open-ended questions, and concept maps.\u202f \u202f&nbsp;<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Multimedia_and_Technology%E2%80%AF\"><\/span>Multimedia and Technology\u202f&nbsp;<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Using a variety of media and technology, like&nbsp;<a href=\"https:\/\/educators.osmosis.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">Osmosis<\/a>, during instructional time can benefit students by reinforcing information in a different way. Richard Mayer&#8217;s&nbsp;<a href=\"https:\/\/ctl.wiley.com\/principles-of-multimedia-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">12 Principles of Multimedia Learning<\/a>&nbsp;strategy helps educators design presentations as they directly relate to all three types of cognitive load.\u202f&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">For example, focusing narrowly on the essential material and refraining from everything that could distract learners (such as irrelevant illustrations or information) minimizes\u202fextraneous load. Additionally, allowing students to control the pace of the lesson during asynchronous lessons, such as with speed controls or &#8220;next&#8221; buttons, manages\u202fintrinsic load.&nbsp;<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Simplification_of_Complex_Information%E2%80%AF\"><\/span>Simplification of Complex Information\u202f&nbsp;<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">The primary way to simplify complex information is to present it both verbally and visually. This strategy increases the capacity of students&#8217; germane processing, or working memories, creating more mental space for learning.\u202f&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">This strategy also supports students&#8217; different learning preferences.&nbsp;<a href=\"https:\/\/www.ncbi.nlm.nih.gov\/pmc\/articles\/PMC4340450\/\" target=\"_blank\" rel=\"noreferrer noopener\">Researchers&nbsp;note<\/a>&nbsp;three main styles: visual, auditory, and kinesthetic. The conclusion states, &#8220;The most important aspect is that the prevailing styles of learning are the visual and auditory ones, therefore, the medical information should be structured and transmitted using both sensory channels equally\u2026&#8221; further supporting this strategy.\u202f<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Collaborative_Learning\"><\/span>Collaborative Learning<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Cognitive load decreases when people work in small groups to help each other learn.\u202f<a href=\"https:\/\/www.ncbi.nlm.nih.gov\/pmc\/articles\/PMC6435105\/\" target=\"_blank\" rel=\"noreferrer noopener\">Research shows<\/a>\u202fthree aspects of collaborative learning to consider during instructional design including the learning task, the individual learners, and the group. &nbsp;Important principles to keep in mind for collaborative learning:&nbsp;<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Make sure to provide sufficient guidance and support for completing the learning tasks so collaborative learning is effective.&nbsp;<\/li>\n\n\n\n<li>Collaborative learning is most effective for complex learning tasks and problem-solving that is likely to exceed the working memory resources for learners.&nbsp;<\/li>\n\n\n\n<li>Groups of people who have previously worked together will have decreased cognitive load because they have already figured out how to communicate, share knowledge, and distribute tasks.&nbsp;<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Conclusion\"><\/span>Conclusion<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">When you understand that working memory has a limited capacity and overloading reduces the ability to learn effectively, you know how to teach students better. The key is to be aware of the variety of learning preferences and do your best to provide materials that support each one. Whether teaching surgical residents in an operating room or pharmacy residents in an inpatient pharmacy, faculty and students will benefit from incorporating\u202f<a href=\"https:\/\/www.osmosis.org\/learn\/Cognitive_Load:_What_is_it_and_why_does_it_matter_in_health_professions_education\" target=\"_blank\" rel=\"noreferrer noopener\">cognitive load theory<\/a>\u202finto teaching methodologies.\u202f<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Key_Takeaways\"><\/span>Key Takeaways<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Cognitive load includes intrinsic, extraneous, and germane processing components.<\/li>\n\n\n\n<li>Managing intrinsic load means adjusting task complexity for learner ability.<\/li>\n\n\n\n<li>Reducing extraneous load eliminates distractions and irrelevant info.<\/li>\n\n\n\n<li>Active, multimedia, and collaborative learning help optimize cognitive load.<\/li>\n\n\n\n<li>Understanding cognitive load improves teaching effectiveness and student outcomes.<\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Contributors\"><\/span>Contributors<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Chantel Nguyen,<\/strong>&nbsp;Osmosis Brand Marketing Lead<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Interested in learning how Osmosis can support self-directed learning in your program? <a href=\"https:\/\/educators.osmosis.org\/schedule-a-call\/\" target=\"_blank\" rel=\"noreferrer noopener\">Schedule a call today<\/a>.<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Explore how cognitive load affects learning in healthcare education and learn strategies to reduce overload for improved student retention and understanding.<\/p>\n","protected":false},"author":179,"featured_media":3819,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_post_was_ever_published":false},"categories":[17,47],"tags":[468,1494,961,1496,1497,215,584,1495,1493,583],"class_list":["post-3818","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-educators","category-study-tips-and-techniques","tag-active-learning","tag-cognitive-load","tag-collaborative-learning","tag-extraneous-load","tag-germane-processing","tag-healthcare-education","tag-instructional-design","tag-intrinsic-load","tag-learning-theory","tag-multimedia-learning"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v23.6 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Cognitive Load: What is it and why does it matter in healthcare education? - Osmosis Blog<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.osmosis.org\/blog\/cognitive-load-what-is-it-and-why-does-it-matter-in-healthcare-education\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Cognitive Load: What is it and why does it matter in healthcare education? - Osmosis Blog\" \/>\n<meta property=\"og:description\" content=\"Explore how cognitive load affects learning in healthcare education and learn strategies to reduce overload for improved student retention and understanding.\" \/>\n<meta property=\"og:url\" content=\"https:\/\/www.osmosis.org\/blog\/cognitive-load-what-is-it-and-why-does-it-matter-in-healthcare-education\" \/>\n<meta property=\"og:site_name\" content=\"Osmosis Blog\" \/>\n<meta property=\"article:published_time\" content=\"2023-05-17T21:07:00+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2026-01-16T22:24:57+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/www.osmosis.org\/blog\/wp-content\/uploads\/sites\/2\/2024\/09\/2024-09-19T150810.389.webp\" \/>\n\t<meta property=\"og:image:width\" content=\"1080\" \/>\n\t<meta property=\"og:image:height\" content=\"1080\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/webp\" \/>\n<meta name=\"author\" content=\"Jessica Kromer\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":[\"Article\",\"BlogPosting\"],\"@id\":\"https:\/\/www.osmosis.org\/blog\/cognitive-load-what-is-it-and-why-does-it-matter-in-healthcare-education#article\",\"isPartOf\":{\"@id\":\"https:\/\/www.osmosis.org\/blog\/cognitive-load-what-is-it-and-why-does-it-matter-in-healthcare-education\"},\"author\":{\"name\":\"Jessica Kromer\",\"@id\":\"https:\/\/www.osmosis.org\/blog\/#\/schema\/person\/09e22b4bf158d095685fae7cfccff1ed\"},\"headline\":\"Cognitive Load: What is it and why does it matter in healthcare education?\",\"datePublished\":\"2023-05-17T21:07:00+00:00\",\"dateModified\":\"2026-01-16T22:24:57+00:00\",\"mainEntityOfPage\":{\"@id\":\"https:\/\/www.osmosis.org\/blog\/cognitive-load-what-is-it-and-why-does-it-matter-in-healthcare-education\"},\"wordCount\":1216,\"commentCount\":0,\"publisher\":{\"@id\":\"https:\/\/www.osmosis.org\/blog\/#organization\"},\"image\":{\"@id\":\"https:\/\/www.osmosis.org\/blog\/cognitive-load-what-is-it-and-why-does-it-matter-in-healthcare-education#primaryimage\"},\"thumbnailUrl\":\"https:\/\/www.osmosis.org\/blog\/wp-content\/uploads\/sites\/2\/2024\/09\/2024-09-19T150810.389.webp\",\"keywords\":[\"active learning\",\"cognitive load\",\"collaborative learning\",\"extraneous load\",\"germane processing\",\"healthcare education\",\"instructional design\",\"intrinsic load\",\"learning theory\",\"multimedia learning\"],\"articleSection\":[\"Educators\",\"Study Tips &amp; Techniques\"],\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"CommentAction\",\"name\":\"Comment\",\"target\":[\"https:\/\/www.osmosis.org\/blog\/cognitive-load-what-is-it-and-why-does-it-matter-in-healthcare-education#respond\"]}]},{\"@type\":\"WebPage\",\"@id\":\"https:\/\/www.osmosis.org\/blog\/cognitive-load-what-is-it-and-why-does-it-matter-in-healthcare-education\",\"url\":\"https:\/\/www.osmosis.org\/blog\/cognitive-load-what-is-it-and-why-does-it-matter-in-healthcare-education\",\"name\":\"Cognitive Load: What is it and why does it matter in healthcare education? 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