Young, J. Q., Van Merrienboer, J., Durning, S., & Ten Cate, O. (2014). Cognitive Load Theory: Implications for Medical Education: AMEE Guide No. 86. Medical Teacher, 36, 371-384.
https://doi.org/10.3109/0142159X.2014.889290

has been cited by the following article:

• TITLE: A Method of Cognitive Training of Medical Students and Residents

  AUTHORS: Bobby Desai, Alpa Desai

  KEYWORDS: Cognition, Interruptions, Multitasking, Workload, Cognitive Load Theory, Compartmentalization, Residents, Medical Students

  JOURNAL NAME: Creative Education, Vol.9 No.9, July 24, 2018

  ABSTRACT: Beginning learners in medicine face a daunting challenge of utilizing information gained in the first two years of medical school in a clinical setting in the latter half of their medical school and into residency. Constant interruptions and lack of knowledge are but two of the factors that may hamper the early clinician’s ability to safely and efficiently care for patients. Thus, a system that organizes thought into specific compartments—compartmentalization may benefit the learner by separating tasks into smaller, more specific objectives to complete prior to moving on in the diagnostic algorithm. Developing a system that utilizes compartmentalization may ease the transition into clinical practice using simple and effective tools that allow the beginning physician to mitigate the invariable distractions and interruptions that occur daily to allow for the safe practice of medicine.