基于认知负荷理论的临床技能分阶段教学改革探索

打开文本图片集

中图分类号：G642

文献标识码：A DOI：10.16400/j.cnki.kjdk.2026.3.025

Exploration on the Phased Teaching Reform of Clinical Skills Based on Cognitive Load Theory

ZHU Yue， LIU Weiwei

（The First Afiliated Hospital of Bengbu Medical University，Bengbu， Anhui

Abstract Clinical skils teaching is an indispensable core component of medical education. The cultivation of medical students'standardized skilloperationand clinical decision-making abilityis directlyrelated to future medical quality and patient safety. Based on Cognitive Load Theory （CLT）， this study constructs a phased and progressive cognitive load regulation model.Bydividing the clinicalskilllearning process into three stages—skillautomation， decision-making training and integrated application-it scientifically manages students' cognitive resources and optimizes the clinical skills teaching process.This model canefectivelyoptimize the allocation of students'cognitive resources inskillearning， improve learning eficiency，and provide ascientificandscalable newpath forcarrying out clinical skills teaching.

KeywordsCognitive Load Theory; phased teaching; clinical skills training; medical education

临床技能操作是医学生从理论学习向临床实践过渡的关键桥梁，对于医学生的职业成长具有不可替代的重要意义。（剩余4441字）