The effectiveness of a cognitive task analysis informed curriculum to increase self-efficacy and improve performance for an open cricothyrotomy

Julia Campbell, Leslie Tirapelle, Kenneth Yates, Richard Clark, Kenji Inaba, Donald Green, David Plurad, Lydia Lam, Andrew Tang, Ramon Cestero, Maura Sullivan

Research output: Contribution to journalArticle

24 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)403-407
Number of pages5
JournalJournal of Surgical Education
Volume68
Issue number5
DOIs
StatePublished - Sep 1 2011
Externally publishedYes

Keywords

  • cognitive task analysis
  • curriculum development
  • open cricothyrotomy
  • procedural skills
  • self-efficacy
  • surgical skills

ASJC Scopus subject areas

  • Surgery
  • Education

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