Using cognitive load theory to tailor clinical reasoning training for preclinical medical students

Abstract

Abstract Cognitive load theory (CLT) provides strategies for tailoring clinical reasoning training for novice medical students. This commentary highlights the importance of adapting training to the level of preclinical medical students and explores these methods from a CLT perspective to help medical educators apply them effectively in classroom settings.

Keywords

• Clinical reasoning
• Preclinical
• Cognitive load theory
• Instructional strategies