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 language | English (US) |
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Pages (from-to) | 403-407 |
Number of pages | 5 |
Journal | Journal of Surgical Education |
Volume | 68 |
Issue number | 5 |
DOIs | |
State | Published - Sep 2011 |
Externally published | Yes |
Keywords
- cognitive task analysis
- curriculum development
- open cricothyrotomy
- procedural skills
- self-efficacy
- surgical skills
ASJC Scopus subject areas
- Education
- Surgery