{"id":{"repo_id":"houston","oai_identifier":"oai:uh-ir.tdl.org:10657/14565"},"canonical_url":"https://search.dev.ndltd.org/etd/houston/oai:uh-ir.tdl.org:10657/14565","repository":{"repo_id":"houston","name":"University of Houston","base_url":"https://uh-ir.tdl.org/server/oai/request"},"display":{"title":"cGMP Training Programs: Understanding the Effects of Cognitive Load","abstract":"Background: The current Good Manufacturing Practices (cGMP) regulations require that training be conducted on cGMPs on a periodic basis. However, the cGMPs are complex, comprehensive and tedious and the training on cGMPs is notoriously boring. Cognitive Load Theory has helped to improve instructional efficiency and trainee satisfaction in a variety of fields to the point that it has been stated by educational researchers that it is the single most important thing for teachers to know. Methods: By incorporating instructional design principles found in Cognitive Load Theory literature into cGMP training this study developed an enhanced training strategy which was subsequently tested in randomized controlled study to determine the effects of this new training strategy on instructional efficiency and the learner experience in a sample of pharmacy students and pharmacists. Using these populations as an indicator of involvement, the study evaluated how involvement and any interaction between the training strategy and involvement played a role in the results of the outcomes which were measured. Results: The sample included pharmacy students (n=52, 77% female, mean age = 25 years old) and pharmacists (n=49, 73% female, mean age = 36) with a statistically significant effect of the training strategy (p<.001) as well as involvement (p<.001) on instructional efficiency and the learner experience variables. Conclusions: The results indicate that implementing instructional design strategies has a strong effect on learners’ ability to retain information, with less effort required to do so, and improves the learner experience. This study becomes the first to conduct an evaluation of cGMP training in a controlled experiment.","abstract_html":"Background: The current Good Manufacturing Practices (cGMP) regulations require that training be conducted on cGMPs on a periodic basis. However, the cGMPs are complex, comprehensive and tedious and the training on cGMPs is notoriously boring. Cognitive Load Theory has helped to improve instructional efficiency and trainee satisfaction in a variety of fields to the point that it has been stated by educational researchers that it is the single most important thing for teachers to know. Methods: By incorporating instructional design principles found in Cognitive Load Theory literature into cGMP training this study developed an enhanced training strategy which was subsequently tested in randomized controlled study to determine the effects of this new training strategy on instructional efficiency and the learner experience in a sample of pharmacy students and pharmacists. Using these populations as an indicator of involvement, the study evaluated how involvement and any interaction between the training strategy and involvement played a role in the results of the outcomes which were measured. Results: The sample included pharmacy students (n=52, 77% female, mean age = 25 years old) and pharmacists (n=49, 73% female, mean age = 36) with a statistically significant effect of the training strategy (p<.001) as well as involvement (p<.001) on instructional efficiency and the learner experience variables. Conclusions: The results indicate that implementing instructional design strategies has a strong effect on learners’ ability to retain information, with less effort required to do so, and improves the learner experience. This study becomes the first to conduct an evaluation of cGMP training in a controlled experiment.","abstract_has_math":false,"creators":["Wilson, Russell"],"institution":"University of Houston","degree_name":"Doctor of Philosophy","degree_level":"Doctoral","degree_discipline":"Pharmaceutic Health Outcomes & Policy","degree_department":null,"school":null,"contributors":[],"advisors":["Sansgiry, Sujit S."],"committee_chairs":[],"committee_members":["Johnson, Michael L.","Essien, Ekere James","Sansgiry, Shubhada S.","Sawant, Ruta V."],"year":2023,"date_issued":"2023-06-14","date_published":"2023-06-14","updated_at":"2026-07-24T02:32:44Z","subjects":["CGMP Training","Cognitive Load"],"languages":["eng"],"rights":["The author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s)."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10657/14565","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Sansgiry, Sujit S."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Johnson, Michael L.","Essien, Ekere James","Sansgiry, Shubhada S.","Sawant, Ruta V."]},{"key":"dc:creator","label":"Author","values":["Wilson, Russell"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2023-06-14T18:32:25Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2023-06-14T18:32:25Z"]},{"key":"dc:date.issued","label":"Date","values":["2023-06-14"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Pharmaceutic Health Outcomes & Policy"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Houston"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["CGMP Training","Cognitive Load"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["The author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s)."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10657/14565"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Background: The current Good Manufacturing Practices (cGMP) regulations require that training be conducted on cGMPs on a periodic basis. However, the cGMPs are complex, comprehensive and tedious and the training on cGMPs is notoriously boring. Cognitive Load Theory has helped to improve instructional efficiency and trainee satisfaction in a variety of fields to the point that it has been stated by educational researchers that it is the single most important thing for teachers to know. Methods: By incorporating instructional design principles found in Cognitive Load Theory literature into cGMP training this study developed an enhanced training strategy which was subsequently tested in randomized controlled study to determine the effects of this new training strategy on instructional efficiency and the learner experience in a sample of pharmacy students and pharmacists. Using these populations as an indicator of involvement, the study evaluated how involvement and any interaction between the training strategy and involvement played a role in the results of the outcomes which were measured. Results: The sample included pharmacy students (n=52, 77% female, mean age = 25 years old) and pharmacists (n=49, 73% female, mean age = 36) with a statistically significant effect of the training strategy (p<.001) as well as involvement (p<.001) on instructional efficiency and the learner experience variables. Conclusions: The results indicate that implementing instructional design strategies has a strong effect on learners’ ability to retain information, with less effort required to do so, and improves the learner experience. This study becomes the first to conduct an evaluation of cGMP training in a controlled experiment."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["cGMP Training Programs: Understanding the Effects of Cognitive Load"]}]}],"canonical_facts":{"dc:contributor.advisor":["Sansgiry, Sujit S."],"dc:contributor.committeemember":["Johnson, Michael L.","Essien, Ekere James","Sansgiry, Shubhada S.","Sawant, Ruta V."],"dc:creator":["Wilson, Russell"],"dc:date.accessioned":["2023-06-14T18:32:25Z"],"dc:date.available":["2023-06-14T18:32:25Z"],"dc:date.issued":["2023-06-14"],"dc:description.abstract":["Background: The current Good Manufacturing Practices (cGMP) regulations require that training be conducted on cGMPs on a periodic basis. However, the cGMPs are complex, comprehensive and tedious and the training on cGMPs is notoriously boring. Cognitive Load Theory has helped to improve instructional efficiency and trainee satisfaction in a variety of fields to the point that it has been stated by educational researchers that it is the single most important thing for teachers to know. Methods: By incorporating instructional design principles found in Cognitive Load Theory literature into cGMP training this study developed an enhanced training strategy which was subsequently tested in randomized controlled study to determine the effects of this new training strategy on instructional efficiency and the learner experience in a sample of pharmacy students and pharmacists. Using these populations as an indicator of involvement, the study evaluated how involvement and any interaction between the training strategy and involvement played a role in the results of the outcomes which were measured. Results: The sample included pharmacy students (n=52, 77% female, mean age = 25 years old) and pharmacists (n=49, 73% female, mean age = 36) with a statistically significant effect of the training strategy (p<.001) as well as involvement (p<.001) on instructional efficiency and the learner experience variables. Conclusions: The results indicate that implementing instructional design strategies has a strong effect on learners’ ability to retain information, with less effort required to do so, and improves the learner experience. This study becomes the first to conduct an evaluation of cGMP training in a controlled experiment."],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["https://hdl.handle.net/10657/14565"],"dc:language.iso":["eng"],"dc:rights":["The author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s)."],"dc:subject":["CGMP Training","Cognitive Load"],"dc:title":["cGMP Training Programs: Understanding the Effects of Cognitive Load"],"thesis:degree_discipline":["Pharmaceutic Health Outcomes & Policy"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Doctor of Philosophy"],"thesis:institution_name":["University of Houston"]},"updated_at":"2026-07-24T02:32:44Z"}