Applying Cognitive Load Theory to Best Practices in Pharmacy Education: A Narrative Review.
Level 5 - mechanism / opinion, no new human data
Narrative review synthesizing educational theory without systematic search methodology or primary empirical human data
PubMed 42526836 · doi:10.1016/j.ajpe.2026.102060
What was done
This was a narrative review synthesizing literature and educational concepts on applying Cognitive Load Theory (CLT) to Doctor of Pharmacy education across instructional strategies, curriculum design, assessment practices, and faculty development.
What was found
The abstract reports no quantitative results, statistical analyses, or empirical measurements. It outlines instructional recommendations based on CLT components: managing intrinsic load through segmentation, scaffolding, worked examples, and pre-training; reducing extraneous load by streamlining materials and following multimedia principles in lectures, skills labs, objective structured clinical examinations, and simulations; and promoting germane load via active learning, retrieval practice, structured debriefing, and concept mapping. It also discusses curricular sequencing and faculty development initiatives.
Why it matters
It organizes cognitive learning principles into actionable recommendations for pharmacy educators designing coursework, clinical simulation, and assessment protocols.
Limits
As a narrative review, it lacks a systematic search methodology, formal study quality assessment, and empirical human trial data. No sample sizes, student performance metrics, or comparative effect sizes are reported in the abstract.