الفهرس 
Introduction and RationaleOnly 14 pages are availabe for public view
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Abstract
The present study was designed to optimize and improve the total cognitive load that impacts the working memory of the students during their clinical training in the clinical skills laboratory. It was done by developing an instructional design framework based on cognitive load theory.
The most obvious finding to emerge from this study is that total cognitive load is lower in the group in which the instructional design was used, than that of control group and this result was statistically significant. Also, the performance of the intervention group is statistically significantly higher than in control group. The study concluded that the overall responses of the students were in favor of the satisfaction with the developed instructional design framework.
Taken together, these results suggest, firstly that the instructional design framework which based on cognitive load theory may contributed in managing the cognitive load imposed the students’ working memory during the clinical training session. Secondly, learning tasks and training activities should be designed with specific learning goals. These learning goals will help educators to determine what cognitive activity is essential for achieving a given goal and what may hinder achieving that goal. Thirdly, pre-course learning materials can reduce the burden on the working memory of novice learners. Fourthly, the use of clinical scenario as a context for the session may be attributed to optimizing cognitive load.
Also, activation of prior knowledge through interactive discussion and self-explanation played an important role in optimizing the germane load as well as facilitating the learning process.
The present study was designed to optimize and improve the total cognitive load that impacts the working memory of the students during their clinical training in the clinical skills laboratory. It was done by developing an instructional design framework based on cognitive load theory.
The most obvious finding to emerge from this study is that total cognitive load is lower in the group in which the instructional design was used, than that of control group and this result was statistically significant. Also, the performance of the intervention group is statistically significantly higher than in control group. The study concluded that the overall responses of the students were in favor of the satisfaction with the developed instructional design framework.
Taken together, these results suggest, firstly that the instructional design framework which based on cognitive load theory may contributed in managing the cognitive load imposed the students’ working memory during the clinical training session. Secondly, learning tasks and training activities should be designed with specific learning goals. These learning goals will help educators to determine what cognitive activity is essential for achieving a given goal and what may hinder achieving that goal. Thirdly, pre-course learning materials can reduce the burden on the working memory of novice learners. Fourthly, the use of clinical scenario as a context for the session may be attributed to optimizing cognitive load.
Also, activation of prior knowledge through interactive discussion and self-explanation played an important role in optimizing the germane load as well as facilitating the learning process.