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.
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.
Authors: Sudeep Hegde; Mark A Gromski; Tansel Halic; Melih Turkseven; Zhaohui Xia; Berk Çetinsaya; Mandeep S Sawhney; Daniel B Jones; Suvranu De; Cullen D Jackson Journal: Surg Endosc Date: 2019-05-17 Impact factor: 4.584
Authors: Anna H de Vries; Arno M M Muijtjens; Hilde G J van Genugten; Ad J M Hendrikx; Evert L Koldewijn; Barbara M A Schout; Cees P M van der Vleuten; Cordula Wagner; Irene M Tjiam; Jeroen J G van Merriënboer Journal: Surg Endosc Date: 2018-06-05 Impact factor: 4.584
Authors: Sarah E Peyre; Christian G Peyre; Jeffrey A Hagen; Maura E Sullivan; John C Lipham; Steven R Demeester; Jeffrey H Peters; Tom R Demeester Journal: Surg Endosc Date: 2008-12-05 Impact factor: 4.584