The article "Cognitive Load Theory in Health Professional Education: Design Principles and Strategies" by van Merrienboer and Sweller (2010) explores the application of cognitive load theory (CLT) in health professional education. CLT, developed in the 1980s, aims to guide instructional design based on a model of human cognitive architecture, which includes a limited working memory and an unlimited long-term memory for cognitive schemas. The theory distinguishes three types of cognitive load: intrinsic load, which is a function of task complexity and learner expertise; extraneous load, resulting from unnecessary processes; and germane load, caused by learning processes that deal with intrinsic cognitive load. The paper discusses 15 design guidelines to reduce extraneous load, manage intrinsic load, and optimize germane load. These guidelines include using goal-free tasks, worked examples, completion tasks, integrating information sources, using multiple modalities, and reducing redundancy. Intrinsic load can be managed by ordering learning tasks from simple to complex and using low- to high-fidelity environments. Germane load can be optimized by increasing task variability, applying contextual interference, and evoking self-explanation. The authors also highlight the expertise reversal effect, where design principles that work well for novice learners may become detrimental for more experienced learners. They provide examples of how these guidelines apply to health professional education, emphasizing the importance of well-designed instruction for complex domains like medical education. The article concludes by discussing current research directions in CLT, such as cognitive load measurement, adaptive instruction, and self-directed learning.The article "Cognitive Load Theory in Health Professional Education: Design Principles and Strategies" by van Merrienboer and Sweller (2010) explores the application of cognitive load theory (CLT) in health professional education. CLT, developed in the 1980s, aims to guide instructional design based on a model of human cognitive architecture, which includes a limited working memory and an unlimited long-term memory for cognitive schemas. The theory distinguishes three types of cognitive load: intrinsic load, which is a function of task complexity and learner expertise; extraneous load, resulting from unnecessary processes; and germane load, caused by learning processes that deal with intrinsic cognitive load. The paper discusses 15 design guidelines to reduce extraneous load, manage intrinsic load, and optimize germane load. These guidelines include using goal-free tasks, worked examples, completion tasks, integrating information sources, using multiple modalities, and reducing redundancy. Intrinsic load can be managed by ordering learning tasks from simple to complex and using low- to high-fidelity environments. Germane load can be optimized by increasing task variability, applying contextual interference, and evoking self-explanation. The authors also highlight the expertise reversal effect, where design principles that work well for novice learners may become detrimental for more experienced learners. They provide examples of how these guidelines apply to health professional education, emphasizing the importance of well-designed instruction for complex domains like medical education. The article concludes by discussing current research directions in CLT, such as cognitive load measurement, adaptive instruction, and self-directed learning.