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Abstract
Working memory and other supportive cognitive processes involved in learning are reviewed
in the context of developing patient education materials. We specifically focus on
the impact of certain design factors such as text format and syntax, the inclusion
of images, and the choice of modality on individuals' ability to understand and remember
health information.
A selective review of relevant cognitive and learning theories is discussed with regard
to their potential impact on the optimal design of health materials.
Working memory is measured as an individual's capacity to hold and manipulate information
in active consciousness. It is limited by necessity, and well-designed health materials
can effectively minimize extraneous cognitive demands placed on individuals, making
working memory resources more available to better process content-related information.
Further research is needed to evaluate specific design principles and identify ideal
uses of print versus video-based forms of communication for conveying information.
The process of developing health materials should account for the cognitive demands
that extrinsic factors such as modality place on patients.