About the event
In this TBL-styled workshop, we’ll cover the basic concepts of cognitive-load theory and how they can inform the development of TBL modules that optimize student mastery of content, reasoning and retention.
Participants will examine the three types of cognitive load (intrinsic, extraneous, and germane) and discuss how to design TBL sessions that enhance learning efficiency while minimizing cognitive overload. While the examples are based on health-professions courses, the concepts are widely applicable to faculty and trainers in any discipline or program.
Learning objectives
At the end of this session, participants will be able to:
- Understand the principles of Cognitive Load Theory (CLT).
- Differentiate between intrinsic, extraneous, and germane cognitive loads.
- Apply solutions to reduce extraneous cognitive load, manage intrinsic cognitive load, and increase germane cognitive load in TBL.
Who this is for
Faculty and trainers in any discipline currently or planning to design and/or deliver sessions using TBL.
Primary goal
To reduce extraneous cognitive load, manage intrinsic cognitive load and increase the germane cognitive load of the content delivered in TBL sessions.
About the facilitators
Dr. Gustavo Patino
Dr. Patino obtained his MD and was a neurology resident in his home country of Colombia. He pursued graduate studies and postdoctoral training in neuroscience at the University of Michigan, after which he has been a medical educator for the past 15 years. He is currently an associate professor in the Department of Medical Education and the associate dean for undergraduate medical education at Western Michigan University Homer Stryker MD School of Medicine. Dr. Patino is a certified TBL consultant and an assistant editor of the Academic Medicine journal.
Dr. Maria Sheakley
Dr. Maria Sheakley is the Associate Dean for Student Affairs and a Professor of Physiology in the Department of Biomedical Sciences at Western Michigan University Homer Stryker M.D. School of Medicine (WMed). As a founding faculty member, she has played a key role in designing and implementing WMed’s integrated organ-system curriculum, which is centred around Team-Based Learning (TBL). As a certified Trainer-Consultant for TBL since 2016, Dr. Sheakley has led numerous faculty development workshops on TBL at WMed and at other medical schools. She is dedicated to advancing medical education and supporting the professional development of medical educators nationally and internationally.
