The use of a cognitive task analysis-based multimedia program to teach surgical decision making in flexor tendon repair
The use of a cognitive task analysis-based multimedia program to teach surgical decision making in flexor tendon repair
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DOI：
10.1016/j.amjsurg.2007.08.052
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发表时间：
2008-01-01
影响因子：
3
通讯作者：
Grunwald, Tiffany
中科院分区：
文献类型：
--
作者：
Luker, Kali R.;Sullivan, Maura E.;Grunwald, Tiffany
背景资料：本研究的目的是比较居民的手术知识之前和之后收到的认知任务分析为基础的多媒体教学modules.Methods：10整形外科居民进行了评估，执行屈肌腱修复3次。传统学习发生在第一次和第二次试验之间，并作为对照。一个教学模块之间的干预，第二次和第三次审判使用认知任务分析，以说明决策skills.Results：所有居民表现出改善他们的决策能力时，进行屈肌腱修复后，每个手术程序。通过传统方法以及暴露于我们的大声说话方案，该组改善了（P > 0.01）。接受认知任务分析课程培训后，该组显示出统计学上显着的知识扩展（P < .01）。结论：居民接受认知任务分析为基础的多媒体外科课程教学实现了更大的指挥解决问题，更好地装备作出正确的决定，在屈肌腱修复。(c)2008 Excerpta Medica Inc. All rights reserved.
Background: The aim of this study was to compare the surgical knowledge of residents before and after receiving a cognitive task analysis-based multimedia teaching module.Methods: Ten plastic surgery residents were evaluated performing flexor tendon repair on 3 occasions. Traditional learning occurred between the first and second trial and served as the control. A teaching module was introduced as an intervention between,the second and third trial using cognitive task analysis to illustrate decision-making skills.Results: All residents showed improvement in their decision-making ability when performing flexor tendon repair after each surgical procedure. The group improved through traditional methods as well as exposure to our talk-aloud protocol (P > .01). After being trained using the cognitive task analysis curriculum the group displayed a statistically significant knowledge expansion (P < .01).Conclusions: Residents receiving cognitive task analysis-based multimedia surgical curriculum instruction achieved greater command of problem solving and are better equipped to make correct decisions in flexor tendon repair. (c) 2008 Excerpta Medica Inc. All rights reserved.