Format

Send to:

Choose Destination
See comment in PubMed Commons below
Am J Surg. 2007 Jan;193(1):96-9.

The use of cognitive task analysis to improve the learning of percutaneous tracheostomy placement.

Author information

  • 1Department of Surgery, Keck School of Medicine, University of Southern California, Los Angeles, CA, USA. mesulliv@usc.edu

Abstract

OBJECTIVE:

The purpose of the current study was to determine the effectiveness of using cognitive task analysis (CTA) to develop a curriculum to teach the behavioral skills and the cognitive strategies of a percutaneous tracheostomy (PT) placement.

METHODS:

Postgraduate 2, 3, and 4 general surgery residents were randomly assigned to either the CTA group (N = 9) or the control group (N = 11). The CTA group was taught percutaneous tracheostomy placement using the CTA curriculum. The control group received the traditional curriculum.

RESULTS:

The CTA group performed significantly higher on the PT procedure 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). In addition, the CTA group demonstrated superior cognitive strategies than the control group (CTA: 25.4 +/- 5.3, control: 19.2 +/- 2.0, P = .004).

CONCLUSIONS:

The use of CTA was effective in improving the cognitive processes and technical skills of performing a PT for surgical residents.

PMID:
17188097
[PubMed - indexed for MEDLINE]
PubMed Commons home

PubMed Commons

0 comments
How to join PubMed Commons

    Supplemental Content

    Full text links

    Icon for Elsevier Science
    Loading ...
    Write to the Help Desk