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Rationale: During rounds in an academic intensive care unit (ICU), trainee physicians communicate complex information to a multidisciplinary group to make critical patient management decisions. Inadequate rounding practices may impact the quality and safety of patient care as well as the effectiveness of trainee education. Cognitive load theory (CLT) suggests that learning and performance degrade when an individual’s cognitive load exceeds their working memory capacity, and provides a framework to understand and potentially improve ICU rounding practices. Therefore, we sought to characterize the cognitive load providers experience during rounds and how providers perceive their cognitive load burden.

Extraneous Load Events Correlate with Cognitive Burden Amongst Multidisciplinary Providers During Intensive Care Unit Rounds