The Effectiveness of a Cognitive Task Analysis Informed Curriculum to Increase Self-Efficacy and Improve Performance for an Open Cricothyrotomy
The Effectiveness of a Cognitive Task Analysis Informed Curriculum to Increase Self-Efficacy and Improve Performance for an Open Cricothyrotomy
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DOI:
10.1016/j.jsurg.2011.05.007
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发表时间:
2011-09-01
影响因子:
2.9
通讯作者:
Sullivan, Maura
中科院分区:
文献类型:
--
作者:
Campbell, Julia;Tirapelle, Leslie;Sullivan, Maura
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. (J Surg 68:403-407. (C) 2011 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.)