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THE EFFECT OF COGNITIVE TASK ANALYSIS BASED INSTRUCTION ON
SURGICAL SKILLS EXPERTISE AND PERFORMANCE
by
Leslie A. Tirapelle
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2010
Copyright 2010 Leslie A. Tirapelle
Object Description
| Title | The effect of cognitive task analysis based instruction on surgical skills expertise and performance |
| Author | Tirapelle, Leslie A. |
| Author email | latirapelle@pasadena.edu; latirapelle@pasadena.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2010-02-08 |
| Date submitted | 2010 |
| Restricted until | Unrestricted |
| Date published | 2010-05-05 |
| Advisor (committee chair) | Clark, Richard E. |
| Advisor (committee member) |
Yates, Kenneth Sullivan, Maura |
| Abstract | Cognitive Task Analysis (CTA) is a method of eliciting knowledge from experts that can inform more comprehensive instructional support materials for novices. The traditional lecture model that places the expert in the role of instructor, results in a high percentage of missing information due to the nature of expertise characterized by automaticity. A CTA-based curriculum maximizes how novices learn by providing more of the concepts, processes and principles necessary for successful task completion. CTA accomplishes this by eliciting the underlying expert declarative and procedural knowledge (action and decision steps) often absent in traditional curricular models. In surgical skills education, research indicates that the knowledge required for medical students and residents to perform complex procedures accurately and effectively is not being fully conveyed. The long-established apprenticeship model produces well-trained surgeons, but lacks uniformity in content development, instructional strategies and standardized assessment to ensure expert knowledge is fully and effectively conveyed. This study investigates the effects of CTA-based instruction to traditional instruction for medical students and postgraduate surgical residents at a medical research university. The performance of an Open Cricothyrotomy by fourteen participants who received traditional expert-led instruction is compared to the performance of twelve participants who received CTA-based instruction. Results indicate that CTA-based instruction has a significant positive effect on procedural knowledge and performance when compared to traditional expert-led surgical skills education. There was no difference in declarative knowledge between the groups. Limitations of the research and implications for future CTA efforts are discussed. |
| Keyword | automated knowledge; cognitive task analysis; open cricothyrotomy; procedural knowledge; procedural skills; surgical skills instruction |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m3006 |
| Rights | Tirapelle, Leslie A. |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Tirapelle-3667 |
| Archival file | uscthesesreloadpub_Volume14/etd-Tirapelle-3667.pdf |
Description
| Title | Page 1 |
| Full text | THE EFFECT OF COGNITIVE TASK ANALYSIS BASED INSTRUCTION ON SURGICAL SKILLS EXPERTISE AND PERFORMANCE by Leslie A. Tirapelle A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION May 2010 Copyright 2010 Leslie A. Tirapelle |
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