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

Maura E. Sullivan, Carlos V R Brown, Sarah E. Peyre, Ali Salim, Matthew Martin, Shirin Towfigh, Tiffany Grunwald

Research output: Contribution to journalArticle

53 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)96-99
Number of pages4
JournalAmerican Journal of Surgery
Volume193
Issue number1
DOIs
Publication statusPublished - Jan 2007

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Keywords

  • Automated knowledge
  • Cognitive task analysis
  • Percutaneous tracheostomy
  • Procedural knowledge
  • Procedural skills
  • Technical skills

ASJC Scopus subject areas

  • Surgery

Cite this

Sullivan, M. E., Brown, C. V. R., Peyre, S. E., Salim, A., Martin, M., Towfigh, S., & Grunwald, T. (2007). The use of cognitive task analysis to improve the learning of percutaneous tracheostomy placement. American Journal of Surgery, 193(1), 96-99. https://doi.org/10.1016/j.amjsurg.2006.09.005