Abstract

Problems associated with Health Information Technology (HIT) involves human and technical factors. Problems involving human factors, however, are found to be ‘significantly more likely’ to harm patients. A human factor contributing to these problems is cognitive load. While the literature provides a wealth of insight on cognitive load in the area of design and use of HIT, little is discussed about cognitive load in the area of training of these technologies as a prerequisite for competent use. This study explores cognitive load in training of a prevalent form of HIT in intensive care – namely, Electronic Medical Record (EMR) systems. In doing so, the study uses cognitive load theory as a lens to explain cognitive load and its effect on learning and offers a framework for the design of the instructional materials of EMR systems to impose less cognitive load to those who are being trained to use these systems.

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A Framework for Managing Cognitive Load in Electronic Medical Record Systems Training

Problems associated with Health Information Technology (HIT) involves human and technical factors. Problems involving human factors, however, are found to be ‘significantly more likely’ to harm patients. A human factor contributing to these problems is cognitive load. While the literature provides a wealth of insight on cognitive load in the area of design and use of HIT, little is discussed about cognitive load in the area of training of these technologies as a prerequisite for competent use. This study explores cognitive load in training of a prevalent form of HIT in intensive care – namely, Electronic Medical Record (EMR) systems. In doing so, the study uses cognitive load theory as a lens to explain cognitive load and its effect on learning and offers a framework for the design of the instructional materials of EMR systems to impose less cognitive load to those who are being trained to use these systems.