The use of a cognitive task analysis–based multimedia program to teach surgical decision making in flexor tendon repair

Abstract Background The aim of this study was to compare the surgical knowledge of residents before and after receiving a cognitive task analysis–based multimedia teaching module. Methods Ten plastic surgery residents were evaluated performing flexor tendon repair on 3 occasions. Traditional learnin...

Full description

Saved in:
Bibliographic Details
Published in:The American journal of surgery 2008, Vol.195 (1), p.11-15
Main Authors: Luker, Kali R., B.A, Sullivan, Maura E., Ph.D., M.S.N, Peyre, Sarah E., M.S.Ed, Sherman, Randy, M.D, Grunwald, Tiffany, M.D., M.S.Ed
Format: Article
Language:English
Subjects:
Aging
Automated knowledge
Biological and medical sciences
Clinical Competence
Cognition
Cognitive task analysis
Curriculum
Decision Making
Educational Measurement
General aspects
Humans
Knowledge elicitation
Medical sciences
Multimedia
Posture
Procedural knowledge
Procedural skills
Reconstructive Surgical Procedures - education
Studies
Surgery
Surgery, Plastic - education
Task analysis
Task Performance and Analysis
Teaching
Technical skills
Tendons - surgery
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Abstract Background The aim of this study was to compare the surgical knowledge of residents before and after receiving a cognitive task analysis–based multimedia teaching module. Methods Ten plastic surgery residents were evaluated performing flexor tendon repair on 3 occasions. Traditional learning occurred between the first and second trial and served as the control. A teaching module was introduced as an intervention between the second and third trial using cognitive task analysis to illustrate decision-making skills. Results All residents showed improvement in their decision-making ability when performing flexor tendon repair after each surgical procedure. The group improved through traditional methods as well as exposure to our talk-aloud protocol ( P > .01). After being trained using the cognitive task analysis curriculum the group displayed a statistically significant knowledge expansion ( P < .01). Conclusions Residents receiving cognitive task analysis–based multimedia surgical curriculum instruction achieved greater command of problem solving and are better equipped to make correct decisions in flexor tendon repair.
ISSN:0002-9610
1879-1883
DOI:10.1016/j.amjsurg.2007.08.052