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

doi:10.1016/j.amjsurg.2006.09.005

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

Surgery

Research output: Contribution to journal › Article › peer-review

72 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 language	English (US)
Pages (from-to)	96-99
Number of pages	4
Journal	American journal of surgery
Volume	193
Issue number	1
DOIs	https://doi.org/10.1016/j.amjsurg.2006.09.005
State	Published - Jan 2007

Keywords

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

ASJC Scopus subject areas

Surgery

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10.1016/j.amjsurg.2006.09.005

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title = "The use of cognitive task analysis to improve the learning of percutaneous tracheostomy placement",

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.",

keywords = "Automated knowledge, Cognitive task analysis, Percutaneous tracheostomy, Procedural knowledge, Procedural skills, Technical skills",

author = "Sullivan, {Maura E.} and Brown, {Carlos V R} and Peyre, {Sarah E.} and Ali Salim and Matthew Martin and Shirin Towfigh and Tiffany Grunwald",

year = "2007",

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doi = "10.1016/j.amjsurg.2006.09.005",

language = "English (US)",

volume = "193",

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AU - Sullivan, Maura E.

AU - Brown, Carlos V R

AU - Peyre, Sarah E.

AU - Salim, Ali

AU - Martin, Matthew

AU - Towfigh, Shirin

AU - Grunwald, Tiffany

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N2 - 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.

AB - 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.

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KW - Procedural skills

KW - Technical skills

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

Abstract

Keywords

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