Table 2.

Extraneous load strategies to improve knowledge transfer

Strategy	Educational application
Offer worked examples	Provide learners with examples of modelled behaviours or approaches to problems the learners will confront in the scenario Pairing part-task trainers with a facilitator for demonstration purposes allows for active coaching and refinement prior to commencing simulation scenarios
Avoid split attention	Avoid offering information and materials from multiple sources with novice learners (ie, integrating formulas with diagrams) Consolidate information to a single source Integrate different sensory modalities (ie, pictures and words) into educational materials
Use the completion principle	Facilitators should perform tasks and offer information leaving out only the targeted tasks that the learners are to complete so that their entire focus is on the objectives Offer ‘help’ to the learner when they stray off task, or are confused during the scenario
Consider emotion as load	Stress and emotion can be titrated according to the learner level and ability to handle the emotional complexity of situations created by scenarios
Provide psychological safety	Create a safe container for learners Clarify expectations, script a fiction contract with learners, attend to logistical needs (ie, phone calls, bathroom, breaks, etc) and demonstrate respect for learners and their safety in the environment
Recognise expertise reversal effect	Use a self-assessment tool to identify the expertise level of the learner before participating in a simulation scenario Do not use scenarios designed for novices with experts Recognise experts’ skills sets and allow the experts in the class to use their skills during the simulation