Table 1.

Intrinsic load strategies to improve knowledge transfer

Strategy	Educational application
Perform learner needs assessment	Determine experience level of participants (ie, novice vs experts, multidisciplinary, etc) Identify knowledge gaps
Design lesson objectives	Formulate appropriate learning objectives Keep learning objectives limited
Establish a theoretical framework	Before entering into a simulation experience learners will benefit from some understanding about the topic being explored Consider introducing course materials before the simulation scenario by flipping the classroom or having actual classroom and hands-on time
Familiarise the learner	Introduce the simulation environment so the learner can focus on the lesson objectives, including (ie, location of supplies…)
Create subtasks	Create learning modules focused on complex skills important to a skill set that may become overwhelming (ie, defibrillator in advanced cardiac life support, chest tube insertion in trauma scenario) prior to entering the simulation scenario
Pause and reflect	Break up the scenario by stopping the simulation once certain lesson objectives have been achieved/or mistakes have been made to allow for reflection on concepts
Scaffold (simple to complex)	Start with simple scenarios and allow the learners to apply their skills successfully Subsequent scenarios will offer more difficulty by adding more learning points to the already processed information