A novice anaesthetist will face a range of new environments, technical skills, knowledge, people and equipment. It is easy to feel that ‘the glass is starting to overflow’. However, an understanding of cognitive load theory can be used to optimise complex learning tasks.
It’s beneficial for all anaesthetists to manage cognitive load at work, but also for anaesthetists to implement these principles when teaching in theatre.
Cognitive load theory has been developed from the Modal model of memory described by Atkinson and Shiffrin. This details how information is received, encoded, stored and retrieved during learning (see An illustration of the Modal model of memory by Dr Thomas Walters). Incoming information is consciously held and processed within working memory, before being encoded into long-term memory. Working memory has a limited capacity, and information within it is transient and forgettable. Once encoded into long-term memory, information is organised in schema, with a seemingly unlimited capacity. Working memory can hold five to nine pieces of information at a time. However, if required to process this information, capacity is significantly reduced.