Cognitive load theory (CLT) is a framework for instructional design that focuses on the limitations of working memory and how they affect learning. It posits that the human cognitive system has a limited working memory that can hold no more than five to nine information elements and actively process no more than two to four elements simultaneously. Learning is described as the construction and automation of cognitive schemas in long-term memory. Three types of cognitive load are distinguished: intrinsic load, which is a direct function of the complexity of the task and the learner's expertise; extraneous load, which results from processes that do not contribute to learning; and germane load, which is caused by learning processes that deal with intrinsic cognitive load. The paper discusses design guidelines that aim to decrease extraneous load, manage intrinsic load, and optimize germane load. It outlines fifteen design principles, including the use of goal-free tasks, worked examples, completion tasks, integration of information sources, multiple modalities, and reduction of redundancy. Intrinsic load can be managed by simple-to-complex ordering of learning tasks and working from low- to high-fidelity environments. Germane load can be optimized by increasing task variability, applying contextual interference, and encouraging self-explanation. The paper also discusses the expertise reversal effect, indicating that design guidelines for novice learners differ from those for more experienced learners. Applications of CLT in health professional education are discussed, emphasizing the importance of authentic learning tasks in integrating knowledge, skills, and attitudes necessary for effective task performance. The paper concludes that CLT has significant implications for instructional design in complex domains like health professions, especially when authentic learning tasks are part of the curriculum. It highlights the potential for CLT to improve learning outcomes through effective instructional design that takes into account the cognitive architecture of the human mind. Current research in CLT focuses on various areas, including the measurement of cognitive load, adaptive instruction, and self-directed learning.Cognitive load theory (CLT) is a framework for instructional design that focuses on the limitations of working memory and how they affect learning. It posits that the human cognitive system has a limited working memory that can hold no more than five to nine information elements and actively process no more than two to four elements simultaneously. Learning is described as the construction and automation of cognitive schemas in long-term memory. Three types of cognitive load are distinguished: intrinsic load, which is a direct function of the complexity of the task and the learner's expertise; extraneous load, which results from processes that do not contribute to learning; and germane load, which is caused by learning processes that deal with intrinsic cognitive load. The paper discusses design guidelines that aim to decrease extraneous load, manage intrinsic load, and optimize germane load. It outlines fifteen design principles, including the use of goal-free tasks, worked examples, completion tasks, integration of information sources, multiple modalities, and reduction of redundancy. Intrinsic load can be managed by simple-to-complex ordering of learning tasks and working from low- to high-fidelity environments. Germane load can be optimized by increasing task variability, applying contextual interference, and encouraging self-explanation. The paper also discusses the expertise reversal effect, indicating that design guidelines for novice learners differ from those for more experienced learners. Applications of CLT in health professional education are discussed, emphasizing the importance of authentic learning tasks in integrating knowledge, skills, and attitudes necessary for effective task performance. The paper concludes that CLT has significant implications for instructional design in complex domains like health professions, especially when authentic learning tasks are part of the curriculum. It highlights the potential for CLT to improve learning outcomes through effective instructional design that takes into account the cognitive architecture of the human mind. Current research in CLT focuses on various areas, including the measurement of cognitive load, adaptive instruction, and self-directed learning.