Association for Surgical EducationThe use of cognitive task analysis to improve the learning of percutaneous tracheostomy placement
Section snippets
Part 1: task diagram
Three PT experts at our institution (C.B., A.S., M.M.) were identified and interviewed by a trained CTA analyst (M.S.). The experts were asked to recall the last time they performed the procedure and to outline the steps involved. The steps of the procedure were transcribed and a broad overview of the procedure was obtained. The steps were then analyzed and 7 to 10 steps were then grouped (chunked) into tasks (Fig. 1). These tasks or chunks were sized to be easily assimilated into the working
Results
There was no difference between the groups regarding previous PT experience, time frame related to last PT placement, or baseline knowledge on the 10-item pre-test (CTA: 9.0 ± 1.0, control 8.8 ± .91, P = .46).
The CTA group performed significantly higher than the control group on technical competence at 1 month (CTA: 43.5 ± 3.7, control 35.2 ± 3.9, P = .001) and at 6 months post-instruction (CTA: 39.4 ± 4.2, control: 31.8 ± 5.8, P = .004). There was not a consistent pattern of missed steps by
Comments
CTA has emerged as a promising set of methods that enables us to tap into the mental models of experts in order to improve the teaching and assessment of technical skills. While many programs are moving away from the “see one, do one, teach one” approach to a more structured skills curriculum, it is important to recognize that most programs focus on the overt observable behavior of skill execution and not on the many covert cognitive functions that underlie the behavior. Many of the checklists
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