Levels Of Cognitive Demand Research Articles

중등수학교사의 수학적 신념에 따른 수업목표 이해 및 과제 선별

The purpose of this study is to determine how secondary school mathematics teachers interpret the geometry unit lesson objectives in relation to the characteristics of teachers' mathematical beliefs and what main tasks they present during specific classes with the interpreted lesson objectives. For this purpose, a survey was conducted targeting secondary mathematics teachers regarding mathematical beliefs, teaching goals, and task selection. As a result of the study, no evidence was obtained that there was a difference in mathematical beliefs depending on the teaching goals understood by teachers. In general, teachers were found to select class goals that correspond to knowledge and understanding, and only in some units did specific mathematical beliefs appear to influence teachers' interpretation of class goals. Second, there was no significant difference in the level of cognitive demand of tasks teachers wanted to present in class depending on the class goals. However, in certain units, it was found that there was a difference in the ratio of cognitive demand levels. The findings provide important implications for better understanding of teachers' behaviors focusing on cognitive demands of tasks and mathematical beliefs.

An examination of the cognitive demand levels posed by problems in the middle grades mathematics textbooks

This research investigated the cognitive demand levels of mathematics tasks within the middle school mathematics textbooks endorsed by the Ministry of National Education for the academic year of the 2023-2024. To achieve this, a qualitative research method was utilized, and document analysis was performed. In this direction, the textbooks were analyzed using descriptive analysis. The tasks within the textbooks were examined through the lens of Smith and Stein’s (1998) theoretical framework. The findings indicate that the majority of mathematics tasks in middle school mathematics textbooks exhibit a low level of cognitive demand. It was found that over 80% of the tasks fell into the categories of memorization and procedures without connections levels. It has been revealed that tasks at the levels of procedures with connections and doing mathematics, which are high cognitive demand levels, are uncommon. This shows that textbooks do not sufficiently support the potential of students to develop mathematical thinking and problem-solving skills. Based on these results, various suggestions have been made for textbooks. The most important of these suggestions include ensuring that students are cognitively exposed to higher level tasks and increasing the number of tasks that will improve their mathematical thinking skills. Thus, it will be possible for students to have a more effective learning process by deepening their mathematical understanding.

Investigating preservice secondary mathematics teachers' skills in posing realistic mathematics tasks

Mathematics tasks situated in realistic situations play a central role in developing and applying mathematical knowledge. However, mathematics educators face difficulties in designing realistic mathematics tasks. This study was conducted to gain deeper insights into the characteristics of mathematical problems that underprepared preservice secondary mathematics teachers pose. This study examined 32 preservice secondary mathematics teachers' problem-posing skills based on three problem-posing situations: structured problem-posing, semi-structured problem-posing, and free problem-posing. As the context of the participants, they did not have learning experiences in designing realistic mathematics tasks. In evaluating the preservice teachers' works, the researchers used several evaluation criteria, namely the compatibility of the problem with the mathematical principles, plausibility and sufficiency of information, the problem text, level of context authenticity, cognitive demand, and the correctness of the solution. The results revealed that most preservice teachers posed problems with the first-order level of context use and low cognitive demand. Additionally, many of them encountered difficulties when attempting to solve the problem. The findings of this study were expected to serve as a basis for developing a curriculum for pedagogic and mathematics courses in teacher education.

PRE-SERVICE MATHEMATICS TEACHER’S ABILITY IN DESIGNING MATHEMATICAL TASK: AN ANALYSIS OF LESSON PLANS

Mathematical tasks have an essential role in the mathematics learning process. Well-designed mathematical tasks will provide a learning opportunity for students to develop their mathematical ideas. The ability of pre-service mathematics teachers to design mathematical tasks during their academic studies significantly influences how they teach in actual learning. One of the ways to investigate pre-service mathematics teachers' ability to design tasks is by analyzing the tasks in the lesson plans they proposed. This study aims to scrutinize the level of cognitive demand for mathematics tasks designed by pre-service mathematics teachers in their lesson plans to get a thorough understanding of their ability to design tasks. This descriptive qualitative research analyzed mathematical tasks in 25 lesson plans proposed by pre-service mathematics teachers using the framework developed by Stein and Smith (1998). The results of this study show that most pre-service teachers designed tasks with a lower cognitive demand classification with types of memorization and procedures without connections. The mathematical tasks designed by pre-service mathematics teachers also have yet to lead to argumentation and the development of mathematical ideas through exploration or doing mathematics. Thus, based on the findings in this study, designing mathematics tasks with the potential to promote students' mathematical understanding remains a challenge for pre-service mathematics teachers. This article discusses and presents the implications of research results and recommendations for designing mathematical tasks.

Caracterización de tareas sobre inecuaciones en libros de textos escolares en educación primaria

[Objective] This study characterized mathematical inequation tasks in Chilean primary school textbooks for 4th and 5th graders (9 and 10 year olds). [Methodology] A qualitative descriptive study was conducted considering the following six categories: algebraic practices involved, syntactic structure of the expressions, meaning of the concept of inequation, resolution strategies, level of cognitive demand, and context. The sample is comprised of 206 tasks from math textbooks. [Results] The characterised tasks have few practices leading to algebraic thinking, and it is the alphanumeric symbolic representation the one that predominantly stands out within these practices. The structure of the expressions shows little variety for generalising and reasoning, the latter having repercussions on the resolution strategies, which are not progressively addressed in order to improve their comprehension. The proposed tasks present different meanings of inequation. Regarding the cognitive demand, most of the tasks consist of connected and unconnected procedures. Finally, the most frequent contexts are mathematical, while the ones with the least presence are personal, social, and occupational contexts. [Conclusions] It is concluded that improving task design is necessary. The proposed categories are a tool to visualise which elements are taken into consideration and to improve inequation tasks.

Patterns of neural activity in prelimbic cortex neurons correlate with attentional behavior in the rodent continuous performance test.

Sustained attention, the ability to focus on a stimulus or task over extended periods, is crucial for higher level cognition, and is impaired in individuals diagnosed with neuropsychiatric and neurodevelopmental disorders, including attention-deficit/hyperactivity disorder, schizophrenia, and depression. Translational tasks like the rodent continuous performance test (rCPT) can be used to study the cellular mechanisms underlying sustained attention. Accumulating evidence points to a role for the prelimbic cortex (PrL) in sustained attention, as electrophysiological single unit and local field (LFPs) recordings reflect changes in neural activity in the PrL in mice performing sustained attention tasks. While the evidence correlating PrL electrical activity with sustained attention is compelling, limitations inherent to electrophysiological recording techniques, including low sampling in single unit recordings and source ambivalence for LFPs, impede the ability to fully resolve the cellular mechanisms in the PrL that contribute to sustained attention. In vivo endoscopic calcium imaging using genetically encoded calcium sensors in behaving animals can address these questions by simultaneously recording up to hundreds of neurons at single cell resolution. Here, we used in vivo endoscopic calcium imaging to record patterns of neuronal activity in PrL neurons using the genetically encoded calcium sensor GCaMP6f in mice performing the rCPT at three timepoints requiring differing levels of cognitive demand and task proficiency. A higher proportion of PrL neurons were recruited during correct responses in sessions requiring high cognitive demand and task proficiency, and mice intercalated non-responsive-disengaged periods with responsive-engaged periods that resemble attention lapses. During disengaged periods, the correlation of calcium activity between PrL neurons was higher compared to engaged periods, suggesting a neuronal network state change during attention lapses in the PrL. Overall, these findings illustrate that cognitive demand, task proficiency, and task engagement differentially recruit activity in a subset of PrL neurons during sustained attention.

Examination of Grade 7 Ratio Concept Tasks Designed by ChatGPT Based on Cognitive Demand Levels

The process that enables students to achieve objectives while performing mathematical tasks is defined as an activity. The task creation process is a lengthy and challenging journey involving many complex stages. Artificial intelligence technologies can facilitate this process. For instance, ChatGPT can assist teachers on various issues and help them create tasks. This study aimed to evaluate the tasks prepared for the Grade 7 ratio concept using ChatGPT, focusing on cognitive demand levels. It employed a case study design to examine the cognitive demand levels of tasks created with ChatGPT 3.5 and ChatGPT 4, identifying any potential deficiencies. The content analysis was performed to analyze the data. It was concluded that the created tasks could be used with necessary improvements, allowing teachers to enrich their course content while saving time and energy.

Cognitive demand in parent–child shared book reading and home language development among dual language learners in low-income immigrant families

Aims and objectives: The existing literature indicates that shared book reading is associated with benefits in children’s home language development. Parents play a significant role in shaping children’s language outcomes. The purpose of this study was to investigate the relations among the quality of parents’ shared book reading, children’s language output, receptive vocabulary, and expressive vocabulary outcomes in the home language of dual language learners (DLLs) to inform book reading practices that can support DLLs’ early home language development. Methodology: 36 Mexican American (43–67 months) and 31 Chinese American (38–70 months) DLLs and their mothers, who were home language dominant, were recruited from Head Start programs, which are federally funded programs that provide early childhood education to low-income children, in Northern California. Data and analysis: Utterances produced by the parents during parent–child shared book reading were coded for cognitive demand levels. DLLs’ home language expressive vocabulary and receptive vocabulary and information about parents’ demographics and parent–child shared reading frequency were collected. Correlations and hierarchical regression analyses were computed. Findings/conclusions: The findings demonstrated possible cultural differences in mothers’ book reading quality regarding cognitive demand. Although maternal statements and questions were not significantly associated with DLLs’ home language receptive and expressive vocabulary for both groups, asking yes/no, referential, and inferential questions were more likely to evoke more language output from DLLs. Originality: This study extends the literature on home language development of low-income DLLs during parent–child shared reading, as only a few studies have investigated the significance of shared reading in the home language. Significance/implications: The findings of this study yield important implications for parents’ shared reading practices with low-income DLLs. Using all levels of cognitively demanding speech and encouraging DLLs to talk during shared reading may benefit their home language development.

The effect of visual sensory interference during multitask obstacle crossing in younger and older adults.

When older adults step over obstacles during multitasking, their performance is impaired; the impairment results from central and/or sensory interference. The purpose was to determine if sensory interference alters performance under low levels of cognitive, temporal, and gait demand, and if the change in performance is different for younger versus older adults. Participants included 17 younger adults (20.9±1.9 years) and 14 older adults (69.7±5.4 years). The concurrent task was a single, simple reaction time (RT) task: depress button in response to light cue. The gait task was stepping over an obstacle (8 m walkway) in three conditions: (1) no sensory interference (no RT task), (2) low sensory interference (light cue on obstacle, allowed concurrent foveation of cue and obstacle), or (3) high sensory interference (light cue away from obstacle, prevented concurrent foveation of cue and obstacle). When standing, the light cue location was not relevant (no sensory interference). An interaction (sensory interference by task, p<0.01) indicated that RT was longer for high sensory interference during walking, but RT was not altered for standing, confirming that sensory interference increased RT during obstacle approach. An interaction (sensory interference by age, p<0.01) was observed for foot placement before the obstacle: With high sensory interference, younger adults placed the trail foot closer to the obstacle while older adults placed it farther back from the obstacle. The change increases the likelihood of tripping with the trail foot for younger adults, but with the lead limb for older adults. Recovery from a lead limb trip is more difficult due to shorter time for corrective actions. Overall, visual sensory interference impaired both RT and gait behavior with low levels of multitask demand. Changes in foot placement increased trip risk for both ages, but for different limbs, reducing the likelihood of balance recovery in older adults.

Surgical counting interruptions in operating rooms

BackgroundOperating rooms are complex working environments with high workloads and high levels of cognitive demand. The first surgical count which occurs during the chaotic preoperative stage and is considered a critical phase, is a routine task in ORs. Interruptions often occur during the first surgical count; however, little is known about the first surgical counting interruptions. This study aimed to observe and analyse the sources, outcomes, frequency of the first surgical counting interruptions and responses to interruptions.MethodsA retrospective observational study was carried out to examine the occurrence of the first surgical counting interruptions between 1st August 2023 and 30th September 2023. The data were collected using the “Surgical Counting Interruption Event Form”, which was developed by the researchers specifically for this study.ResultsA total of 66 circulating nurses (CNs) and scrub nurses (SNs) were observed across 1015 surgeries, with 4927.8 min of surgical count. The mean duration of the first surgical count was 4.85 min, with a range of 1.03 min to 9.51 min. In addition, 697 interruptions were identified, with full-term interruptions occurring an average of 8.7 times per hour. The most frequent source of interruption during the first surgical counts was instruments (N = 144, 20.7%). The first surgical counting interruptions mostly affected the CN (336 times; 48.2%), followed by the ORNs (including CNs and SNs) (243 times; 34.9%) and the SN (118 times; 16.9%). Most of the outcomes of interruptions were negative, and the majority of the nurses responded immediately to interruptions.ConclusionsThe frequency of the first surgical counting interruption is high. Managers should develop interventions for interruptions based on different surgical specialties and different nursing roles.

초등학생의 수학 과제 수행 특성에 대한 인지적 요구 수준별 분석

Mathematical tasks are a key factor that affects students' learning process and outcomes in mathematics classes. Each mathematical task requires a specific cognitive demand level to be solved. This study presented mathematical tasks requiring different cognitive demand levels to elementary school students and analyzed the characteristics that emerged during task performance, allowing students to make modifications in their own ways. The analysis showed that the students recognized the cognitive demand levels of mathematical tasks that were appropriately modified for elementary students and solved and modified them. However, the study found that passive modifications, which changed the components of the task, were more common than active modifications. Active modifications would involve adjustments related to the mathematical concepts, competencies required, or the cognitive demand level. The analysis of performance characteristics allowed for the identification of elementary school students' perceptions of high cognitive demand level tasks and various task types. Based on these findings, pedagogical implications were derived.

Analisis Pengaruh Iklim Organisasi, Interaksi Psikososial, dan Karakteristik Individu Terhadap Organisasi Kerja dan Konten Pekerjaan

The study explored the impact of organizational climate, psychosocial interactions, and individual characteristics on Work Organization and Job Content at Bank Syariah Indonesia area Lhokseumawe, involving 172 employees as respondents. The mixed-methods research method is used, combining qualitative and quantitative approaches. Analysis results with SmartPLS 3 showed that changes in job satisfaction did not significantly affect work organization or job content. Nevertheless, the level of cognitive demand for employees can play an important role in well-being and job satisfaction, especially in a complex Sharia banking environment. The negative relationship between fatigue, work organization, and job content emphasizes the need for fatigue management to reduce turnover intentions and increase job satisfaction. Furthermore, organizational culture (BI) has been shown to significantly influence work organization and job content. (WJ). Research recommendations include the implementation of structured programs such as coaching, counseling, and mentoring to support staff career development. Special attention to fatigue management and mental well-being is emphasized. These recommendations need to be supported by a continuous monitoring system and cooperation with external educational and training institutions. This effort is expected to provide optimum benefits to employees and organizations, creating a satisfactory and productive working environment at Bank Syariah Indonesia area Lhokseumawe.

Struggling as part of success: International Baccalaureate students’ productive struggle is strongly correlated to mathematical achievement

Productive struggle is an effective mathematics teaching practice that provides students opportunities to grapple with challenging mathematical concepts, connect prior knowledge, discover new ideas, and develop their critical thinking skills. Research has documented the benefits of secondary mathematics students engaging in productive struggle. Additional work is needed to detail how productive struggle relates to students’ mathematical achievement, specifically in the International Baccalaureate (IB) classroom. This study examined what correlation existed between 68 U.S. grade 11 and 12 IB mathematics students’ level of productive struggle exhibited during tasks of varying levels of cognitive demand and their mathematical achievement based on 10 IB established markschemes and a summative assessment. A strong, positive correlation was found between the level of productive struggle and mathematical achievement across all cognitive demand levels. These results support prior work emphasizing the importance of teachers making productive struggle a consistent, pervasive practice in their classrooms to foster student mathematical achievement and understanding.

EEG-based hierarchical classification of level of demand and modality of auditory and visual sensory processing

Objective. To date, most research on electroencephalography (EEG)-based mental workload detection for passive brain-computer interface (pBCI) applications has focused on identifying the overall level of cognitive resources required, such as whether the workload is high or low. We propose, however, that being able to determine the specific type of cognitive resources being used, such as visual or auditory, would also be useful. This would enable the pBCI to take more appropriate action to reduce the overall level of cognitive demand on the user. For example, if a high level of workload was detected and it is determined that the user is primarily engaged in visual information processing, then the pBCI could cause some information to be presented aurally instead. In our previous work we showed that EEG could be used to differentiate visual from auditory processing tasks when the level of processing is high, but the two modalities could not be distinguished when the level of cognitive processing demand was very low. The current study aims to build on this work and move toward the overall objective of developing a pBCI that is capable of predicting both the level and the type of cognitive resources being used. Approach. Fifteen individuals undertook carefully designed visual and auditory tasks while their EEG data was being recorded. In this study, we incorporated a more diverse range of sensory processing conditions including not only single-modality conditions (i.e. those requiring one of either visual or auditory processing) as in our previous study, but also dual-modality conditions (i.e. those requiring both visual and auditory processing) and no-task/baseline conditions (i.e. when the individual is not engaged in either visual or auditory processing). Main results. Using regularized linear discriminant analysis within a hierarchical classification algorithm, the overall cognitive demand was predicted with an accuracy of more than 86%, while the presence or absence of visual and auditory sensory processing were each predicted with an accuracy of approximately 70%. Significance. The findings support the feasibility of establishing a pBCI that can determine both the level and type of attentional resources required by the user at any given moment. This pBCI could assist in enhancing safety in hazardous jobs by triggering the most effective and efficient adaptation strategies when high workload conditions are detected.

Impact of Interruptions During Screening Mammography on Physician Well-Being and Patient Care

ObjectiveTo assess the impact of interruptions on radiologists’ efficiency, accuracy, and job satisfaction in interpreting screening mammograms. MethodsThis institutional review board–approved retrospective reader study recruited nine breast radiologists from a single academic institution [name withheld] to interpret 150 screening mammograms performed between December 1, 2008, and December 31, 2015 under two different reading conditions, as follows: (1) uninterrupted batch reading and (2) interrupted reading. The 150 cases consisted of 125 normal mammograms and 25 mammograms with subtle breast cancers. Cases were divided into two groups of 75 cases each (cohort 1 and cohort 2), with a comparable distribution of cancer cases. Four rounds of 75 cases each were conducted with a 6-week washout period between rounds 2 and 3. After completing each interpretation session, readers completed a seven-question survey, assessing perceptions of mental and physical effort, level of frustration, and performance satisfaction. Clinical performance metrics (reading time, recall rate, sensitivity, specificity, accuracy, and positive predictive value 1) were calculated. ResultsRecall rates were significantly (P = .04) higher during interrupted reading sessions (35.4%) than they were during uninterrupted batch reading sessions (31.4%). Accuracy was significantly (P = .049) worse in the interrupted reading sessions (69.5%), compared with uninterrupted sessions (73.6%). Differences in overall image interpretation times were not statistically significant (P = .065). Compared with uninterrupted batch reading sessions, readers during interrupted sessions reported feeling busier (P < .001), encountered higher levels of cognitive demand (P = .005), experienced elevated levels of physical fatigue (P = .004), and expressed lower levels of satisfaction with their performance (P = .041). ConclusionInterruptions during interpretation of screening mammography have deleterious effects on physician performance and their sense of well-being.

Battery for the Assessment of Cognitive Reserve (BARC): development and clinical validation for the Portuguese population

AbstractBackgroundThe Cognitive Reserve (CR) is widely accepted as the active ability to cope with brain damage. The lack of a quantitative method for the assessment of CR including all the proxies commonly used for this purpose, highlight the need for a development of an assessment battery. The present study aims to present the final scores of the Battery for the Assessment of Cognitive Reserve (BARC).MethodThe BARC includes: (i) the Questionnaire of Literacy (QL), (ii) the Questionnaire for the Assessment of Cognitive Demand Level of Professional Activities (QANECAP), (iii) the Cognitive Reserve Questionnaire (CRQ), (iv) the Irregular Word Reading Test (TeLPI), and (v) the Wechsler Adult Intelligence Scale ‐ Vocabulary test(WAIS‐III). This new approach combined new questionnaires specifically developed by our team with other tests already validated for the Portuguese population, which also targeted the CR proxies. The BARC was administrated to 260 elderly participants (healthy controls: 200; dementia spectrum: 60). We also applied to respective available close informants.ResultThe last preliminary psychometric results of the new questionnaires evidenced the reliable and valid use in the Portuguese population. The validation of the QL and QANECAP allow the pursuit of analysis to establish the final score of the BARC, considering the individual weighting of each test/questionnaire.ConclusionWe developed a new battery to assess quantitatively the CR, which combined the several CR proxies in one single score. The BARC can be used in both clinical and research contexts.

초등학교 수학 교과서에 나타난 수학적 추론 양상 탐색

The purpose of this study was to explore how mathematical reasoning, one of the most important topics in school mathematics, is implemented in elementary school mathematics textbook. To this end, this study analyzed the type of reasoning, level of cognitive demands, and structural characteristics of mathematical reasoning tasks provided in the elementary school mathematics textbooks. As a result of this study, it was revealed that the mathematics textbooks had the strength of providing sufficient tasks dealing with pattern recognition type, but were deficient in providing tasks dealing with multiple types of mathematical reasoning, such as making a conjecture, investigating a conjecture, developing a justification, finding a counterexample, and evaluating an argument. Regarding the level of cognitive demands of mathematical reasoning tasks, the mathematics textbooks provided sufficient tasks of procedures with connections, but insufficiently provided tasks of doing mathematics requiring complex thinking. In relation with the structural characteristics of mathematical reasoning, the mathematical reasoning tasks in the mathematics textbooks embodied only the aspects of pattern recognition-making a conjecture and pattern recognition-developing a justification, but were insufficient in embodying the structural flow of mathematical reasoning. In addition, this study suggested that elementary school mathematics textbooks need to provide a wealth of tasks dealing with multiple types of mathematical reasoning, tasks of doing mathematics, and tasks reflecting the structural characteristics of mathematical reasoning.

Effects of Cognitive Demand Levels for Various Horticultural Activities on Psychophysiological Responses in Adults

We compared the effects of horticultural activities according to cognitive demand levels on psychophysiological responses in adults. Thirty-two adults in their 20s were included. Participants performed 10 horticultural activities (raking, planting transplants, fertilizing, tying plants to stakes, harvesting, sowing, conducting cuttage, planting potted plants, cutting and washing, arranging flowers) for 150 seconds at two levels of cognitive demand. Electroencephalographic (EEG) and electrocardiographic measurements were acquired during the activity. After each activity, the participants’ emotional states were evaluated using the semantic differential method (SDM). The EEG results, according to comparison by activity, showed that for nine activities, excluding raking, relative theta decreased when performing tasks at a level of high cognitive difficulty (HCD) compared with those with a low cognitive difficulty (LCD), and relative beta, relative gamma, fast alpha, and relative low beta increased, indicating activation of the prefrontal cortex. In the relative theta power spectra, the cuttage activity was found to be the lowest when performing tasks at a high level high cognitive difficulty, and the working memory function was activated the most compared with other activities. When sowing at a low level of cognitive demand, participants’ heart rate decreased and stabilized. When potted plants were harvested at a high level of cognitive difficulty, the ratio of low frequency to high frequency increased, and the sympathetic nervous system was activated. In addition, when planting transplants, and cutting and washing were performed at a high level of cognitive difficulty, and the standard deviation of the RR interval was high, indicating a high ability of the autonomic nervous system to resist stress. As a result of the SDM, the emotional state according to task difficulty was found to be more stable and relaxed than high cognitive difficulty, but a significant increase in comfort, relaxation, and naturalness was achieved when nine gardening tasks with low cognitive difficulty were performed, with the exception of sowing. The results of this study show that tasks with high cognitive difficulty activate working memory, whereas those with low cognitive difficulty stabilize and relax brain activation. Therefore, this study confirmed that an intervention in horticultural activities with an appropriate level of cognitive difficulty could have a significant effect on psychophysiological changes in adults.

Pre-Service Mathematics Teachers Attention to Tasks Affordances While Analyzing and Designing Tasks

The objective of this collective case study is to comprehend how pre-service mathematics teachers (PMTs) attend to mathematical and pedagogical affordances in task analysis and how their attention reflects their original task-design. To achieve this, we acquired data from written reports analyzing their selected tasks, instructor notes, and the designed tasks of five PMTs over four phases. PMTs conducted an analysis of a task during Phase 1, revised their analysis in Phase 2, had the opportunity to observe a task implementation provided by the course instructor in Phase 3, and designed an original task during Phase 4. As a result of being prompted to identify the mathematical elements of the activities, PMTs described more mathematical and pedagogical aspects of the tasks. Based on the instructor's notes, PMTs have a belief that quality tasks require intricate procedures, leading to critical instructional phases being overlooked during implementation. Furthermore, the PMTs, who paid attention to the instructional questions, appropriately designed tasks with a higher level of cognitive demand. Therefore, PMTs require assistance in evaluating and designing original tasks with regards to their mathematical and pedagogical elements.

Incorporating cognitive load theory into curriculum design for the teaching of novel clinical skills in Australian osteopathy students

Introduction: Cognitive load theory provides a theoretical framework through which the teaching of skills to health students can be optimised. The aim of this study was to evaluate the intrinsic and extraneous cognitive load of first-year osteopathy students as they learn a psychomotor-based clinical skill (neurological examination of the upper limb). Methods: First-year osteopathy students (n = 78) at an Australian university completed an 8-item cognitive load survey at the end of the session where they were taught, and conducted, their first hands-on assessment task (neurological examination of the upper limb). The task was completed in a learning environment designed with low-medium complexity, medium fidelity and high levels of instructional support for learners. Results: Intrinsic and extraneous load data indicate varied levels of cognitive demand of the task across the cohort. On average, intrinsic load made up three quarters of the total cognitive load associated with this task. Conclusion: Understanding and utilising cognitive load theory in the design of lesson plans may provide improved opportunity to optimise student learning of novel clinical skills. Extraneous load was much lower than intrinsic load, suggesting the learning environment was fit for purpose for these learners.