The Effectiveness of a Cognitive Task Analysis Informed Curriculum to Increase Self-Efficacy and Improve Performance for an Open Cricothyrotomy

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• 作者：Julia Campbell EdD ; Leslie Tirapelle EdD^† ; ; Kenneth Yates EdD^‡ ; ; ^§ ; ; Richard Clark EdD^‡ ; ; ^§ ; ; Kenji Inaba MD^§ ; ; Donald Green MD^§ ; ; David Plurad MD^§ ; ; Lydia Lam MD^§ ; ; Andrew Tang MD ; Ramon Cestero MD^¶ ; ; Maura Sullivan PhD^‡ ; ; ^§ ; ; ^{mesulliv@usc.edu"" rel=""nofollow}
• 关键词：cognitive task analysis ; self-efficacy ; open cricothyrotomy ; procedural skills ; surgical skills ; curriculum development
• 刊名：Journal of Surgical Education
• 出版年：2011
• 出版时间：September-October 2011
• 年：2011
• 卷：68
• 期：5
• 页码：403-407
• 全文大小：239 K

文摘

Objective

This study explored the effects of a cognitive task analysis (CTA)-informed curriculum to increase surgical skills performance and self-efficacy beliefs for medical students and postgraduate surgical residents learning how to perform an open cricothyrotomy.

Methods

Third-year medical students and postgraduate year 2 and 3 surgery residents were assigned randomly to either the CTA group (n = 12) or the control group (n = 14). The CTA group learned the open cricothyrotomy procedure using the CTA curriculum. The control group received the traditional curriculum.

Results

The CTA group outperformed the control group significantly based on a 19-point checklist score (CTA mean score: 17.75, standard deviation [SD] = 2.34; control mean score: 15.14, SD = 2.48; p = 0.006). The CTA group also reported significantly higher self-efficacy scores based on a 140-point self-appraisal inventory (CTA mean score: 126.10, SD = 16.90; control: 110.67, SD = 16.8; p = 0.029).

Conclusions

The CTA curriculum was effective in increasing the performance and self-efficacy scores for postgraduate surgical residents and medical students performing an open cricothyrotomy.