Perceived Cognitive Load and Information Overload among Undergraduate Dental Students and Interns: Development and Psychometric Evaluation of a Cross-sectional Questionnaire

Abstract

Background: Undergraduate dental education imposes substantial cognitive demands because of dense curricula, the integration of theoretical and clinical knowledge, and continuous skill acquisition. Excessive instructional load may exceed learners’ working-memory capacity, leading to information overload, reduced retention, and inefficient learning. Objective: To assess perceived information overload and cognitive load among undergraduate dental students and interns and to conduct a preliminary psychometric evaluation of a structured questionnaire designed to measure these constructs. Methods: A cross-sectional, questionnaire-based study was conducted over one month among 173 Bachelor of Dental Surgery (BDS) students and interns at a private dental institution in Andhra Pradesh, India. Participants attended standardised lecture sessions and completed a 15-item Likert-scale questionnaire assessing information overload, mental effort, lecture organisation, retention, and academic adaptation. Content and face validity were established through expert review and pilot testing. Exploratory factor analysis (EFA) and reliability assessment using Cronbach’s alpha were performed. Results: EFA provided preliminary evidence of a dominant factor and demonstrated excellent sampling adequacy (KMO = 0.88; p < 0.001). A dominant unidimensional factor representing “global academic cognitive load” was identified. The questionnaire showed high internal consistency (Cronbach’s alpha = 0.905). Most participants reported moderate-to-high levels of information overload (approximately 74%), mental fatigue (approximately 67%), and difficulty integrating concepts (approximately 72%). Retention challenges were prominent, with 84% requiring repeated revision. Although 79% reported some improvement in academic adaptation, the overall cognitive burden remained substantial across all academic levels. Conclusion: Perceived cognitive load and information overload were common among dental students despite academic progression. Current instructional practices may exceed learners’ processing capacity, indicating a need for curriculum restructuring and cognitive-load optimisation strategies to improve learning efficiency and retention.