Evidence-Based Frameworks for Selecting & Communicating Complex Information
Vanessa Rosa, Ph.D.
?? I help scientists communicate & evaluate the broader societal impacts of their research.
?? How do we transform complex scientific concepts into compelling stories that resonate across diverse audiences?
In an era characterized by information overload and increasing specialization, the challenge of distilling complex, nuanced details into clear and engaging communication has become a critical priority. As I, and perhaps you, prepare for new seasons of science communication and education, we confront the challenge of translating technical excellence into meaningful public engagement.
I hope you will find this synthesis of research from cognitive science, communication theory, and interdisciplinary practice as helpful as I have in guiding the selection and presentation of information.
"As educators, our art is distilling clarity from chaos." - Vanessa Rosa, Ph.D.
Cognitive Foundations: Managing Working Memory Constraints
Cognitive Load Theory & Information Filtering
Cognitive Load Theory, pioneered by John Sweller, posits that working memory has a limited capacity to process new information (Sinclair, 2024; Young et al., 2014, Chandler & Sweller, 1991).
??Effective communication requires minimizing extraneous load (non-essential details) while optimizing germane load (effort devoted to schema formation).
For example, Sweller’s experiments demonstrated that combining visual aids with verbal explanations reduces cognitive strain by engaging dual processing channels (visuo-spatial and phonological). This principle is foundational to frameworks that prioritize chunking, scaffolding, and incremental disclosure (Model & Lopez, 2023; Paas & van Merri?nboer, 2020).
In healthcare, the R.E.D.E. to Communicate? model (Windover et al., 2014) operationalizes Cognitive Load Theory (CLT) by structuring clinician-patient interactions into three phases:
By standardizing how complex medical information is sequenced—e.g., using visual diagrams during consent discussions—clinicians reduce cognitive overload while enhancing patient comprehension (R.E.D.E. to Communicate? | Cleveland Clinic Experience Partners; Rosa et al., 2023). Similarly, instructional designers employ "worked examples" to break down intricate tasks into manageable steps, a strategy shown to improve retention in STEM education (Cognitive Load Theory; Paas & van Merri?nboer, 2020).
Frameworks for Evidence Selection & Prioritization
Evidence-to-Decision (EtD) Frameworks
EtD frameworks systematize the selection of information by evaluating criteria such as benefits vs. harms, equity, feasibility, and contextual applicability (Norris et al., 2021; Rehfuess et al., 2019).
The WHO-INTEGRATE framework (Rehfuess et al., 2019), for instance, mandates six substantive criteria:
These criteria aim to ensure that communication prioritizes evidence with the highest societal impact while avoiding biases from selective data presentation. During the COVID-19 pandemic, EtD frameworks guided policymakers in synthesizing rapidly evolving research into actionable public health guidelines, balancing epidemiological data with ethical considerations (Barreto et al., 2024; Jensen & Gerber, 2020).
Relevance-Salience-Credibility (RSC) Model
Similarly derived from policy communication research, the RSC model emphasizes three filters for information selection (Admin, 2016; WHO Strategic Communications: Framework for Effective Communications, 2017):
A 2024 scoping review found that tailoring messages to these dimensions increases the likelihood of evidence uptake by 40% compared to unstructured communication (Barreto et al., 2024). For instance, climate scientists now use salience-driven narratives—such as localized flood-risk projections—to make global warming data relatable to regional stakeholders (Model & Lopez, 2023).
Strategies for Engagement & Clarity
Narrative Structuring and Analogies
Storytelling transforms abstract concepts into relatable narratives. The ABT (And-But-Therefore) framework (Tadabase, n.d.; Model & Lopez, 2023), used in science communication, structures messages as:
For example, the Memorial Sloan Kettering Cancer Center’s Communication Blueprint uses patient stories to contextualize treatment risks, improving shared decision-making in oncology (Rosa et al., 2023).
Visual and Interactive Design
Visual aids reduce cognitive load by 30–50% when paired with verbal explanations (Young et al., 2014). Infographics, flowcharts, and interactive dashboards are particularly effective for illustrating multivariate data.
During the 2023 WHO cholera outbreak response, heat maps showing infection clusters outperformed text-heavy reports in guiding resource allocation (WHO Strategic Communications: Framework for Effective Communications, 2017).
Interactive tools like 3D-printed anatomical models enhance surgical outcomes (Menon, 2024). A systematic review found that using 3D-printed biomodels improved surgical outcomes in 78% of cases, and surgeons report these models lead to less pain, shorter hospital stays, and quicker patient recoveries.?The technology enables surgeons to practice and perfect procedures before entering the operating room, resulting in reduced complications and better surgical precision.
Conclusion: Toward Integrated Communication Ecosystems
Effective communication of complex information may require integrating cognitive science, ethical prioritization, and audience engagement. Frameworks like CLT, EtD, and RSC provide evidence-based scaffolding, but success hinges on contextual adaptation.
According to Sweller's original 1988 research, learning is constrained by working memory's limited capacity when processing novel information, and effective instruction/communication must work within these cognitive architecture constraints to facilitate the development of schema in long-term memory (Chandler & Sweller, 1991).
This synthesis of studies and frameworks demonstrates that clarity and engagement are achievable through deliberate, evidence-driven design. By marrying cognitive constraints with human-centered storytelling, communicators can bridge the gap between complexity and comprehension.
If you're a research organization looking for professional support addressing these matters: Please review our mission and consider partnering with Cuvette Collective.
References
Admin. (2016, March 8). Information Flow Frameworks: Communication of Research-Based Information into Policy. Environmental Information: Use and Influence. https://eiui.ca/information-flow-frameworks-communication-of-research-based-information-into-policy/
Barreto, J. O. M., de Melo, R. C., da Silva, L. A. L. B., de Araújo, B. C., de Freitas Oliveira, C., Toma, T. S., de Bortoli, M. C., Demaio, P. N., & Kuchenmüller, T. (2024). Research evidence communication for policy-makers: A rapid scoping review on frameworks, guidance and tools, and barriers and facilitators. Health Research Policy and Systems, 22, 99. https://doi.org/10.1186/s12961-024-01169-9
Chandler, P., & Sweller, J. (1991). Cognitive Load Theory and the Format of Instruction. Cognition and Instruction, 8(4), 293–332. https://doi.org/10.1207/s1532690xci0804_2
Cognitive Load Theory: A teacher’s guide. (n.d.). Retrieved February 18, 2025, from https://www.structural-learning.com/post/cognitive-load-theory-a-teachers-guide
How to Communicate Complex Information Clearly | Tadabase. (n.d.). Retrieved February 18, 2025, from https://tadabase.io/blog/how-to-communicate-complex-information
Jensen, E. A., & Gerber, A. (2020). Evidence-Based Science Communication. Frontiers in Communication, 4. https://doi.org/10.3389/fcomm.2019.00078
Menon, S. (2024, May 30). 3D-Printed Anatomical Models—Revolutionizing Education and Surgical Planning. FutureBridge. https://www.futurebridge.com/industry/perspectives-life-sciences/3d-printed-anatomical-models-revolutionizing-education-and-surgical-planning/
Model, S., & Lopez, P. (2023, February 15). How to Present Complex Concepts: A Guide for Effective Communication. SlideModel. https://slidemodel.com/how-to-present-complex-concepts/
Norris, S. L., Aung, M. T., Chartres, N., & Woodruff, T. J. (2021). Evidence-to-decision frameworks: A review and analysis to inform decision-making for environmental health interventions. Environmental Health, 20, 124. https://doi.org/10.1186/s12940-021-00794-z
Paas, F., & van Merri?nboer, J. J. G. (2020). Cognitive-Load Theory: Methods to Manage Working Memory Load in the Learning of Complex Tasks. Current Directions in Psychological Science, 29(4), 394–398. https://doi.org/10.1177/0963721420922183
R.E.D.E. to Communicate? | Cleveland Clinic Experience Partners. (n.d.). Cleveland Clinic. Retrieved February 18, 2025, from https://my.clevelandclinic.org/departments/patient-experience/depts/experience-partners/licensed-programs/rede-to-communicate
Rehfuess, E. A., Stratil, J. M., Scheel, I. B., Portela, A., Norris, S. L., & Baltussen, R. (2019). The WHO-INTEGRATE evidence to decision framework version 1.0: Integrating WHO norms and values and a complexity perspective. BMJ Global Health, 4(Suppl 1). https://doi.org/10.1136/bmjgh-2018-000844
Rosa, W. E., Levoy, K., Doyon, K., McDarby, M., Ferrell, B. R., Parker, P. A., Sanders, J. J., Epstein, A. S., Sullivan, D. R., & Rosenberg, A. R. (2023). Integrating evidence-based communication principles into routine cancer care. Supportive Care in Cancer?: Official Journal of the Multinational Association of Supportive Care in Cancer, 31(10), 566. https://doi.org/10.1007/s00520-023-08020-x
Sinclair, A. (2024, June 27). Enhancing Learning Through Cognitive Load Theory: Insights from John Sweller’s Experiment. Achology. https://achology.com/psychology/understanding-the-cognitive-load-theory-experiment/
WHO Strategic Communications: Framework for effective communications. (2017). World Health Organization (WHO). https://www.who.int/docs/default-source/documents/communicating-for-health/communication-framework.pdf
Windover, A. K., Boissy, A., Rice, T. W., Gilligan, T., Velez, V. J., & Merlino, J. (2014). The REDE Model of Healthcare Communication: Optimizing Relationship as a Therapeutic Agent. Journal of Patient Experience, 1(1), 8–13. https://doi.org/10.1177/237437431400100103
Young, J. Q., Van Merrienboer, J., Durning, S., & Ten Cate, O. (2014). Cognitive Load Theory: Implications for medical education: AMEE Guide No. 86. Medical Teacher, 36(5), 371–384. https://doi.org/10.3109/0142159X.2014.889290