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THE USE OF COGNITIVE TASK ANALYSIS TO INVESTIGATE HOW MANY
EXPERTS MUST BE INTERVIEWED TO ACQUIRE THE CRITICAL
INFORMATION NEEDED TO PERFORM A CENTRAL VENOUS CATHETHER
PLACEMENT
by
Craig W. Bartholio
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
December 2010
Copyright 2010 Craig W. Bartholio
Object Description
| Title | The use of cognitive task analysis to investigate how many experts must be interviewed to acquire the critical information needed to perform a central venous catheter placement |
| Author | Bartholio, Craig W. |
| Author email | cbartholio@prodigy.net; cbartholio@apu.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2010-06-17 |
| Date submitted | 2010 |
| Restricted until | Unrestricted |
| Date published | 2010-09-07 |
| Advisor (committee chair) | Clark, Richard E. |
| Advisor (committee member) |
Yates, Kenneth Sullivan, Maura |
| Abstract | The purpose of this study was to examine the amount of relevant information experts provide and fail to provide when asked to describe how to perform a complex task in enough detail for students to perform the task. In this study, medical experts where interviewed because their past successes and failures at the task are known and so it could be determined that all experts had succeeded consistently at the task being described. Past research has suggested that because experts have both conscious and unconscious automated knowledge they may not “know what they know” and so not be able to completely describe how to make critical decisions during task performance. A version of Cognitive Task Analysis designed to support training was used to interview medical school faculty and analyze their description of a controversial trauma procedure in order to determine the average percentage of knowledge that was acquired from a single expert and how much additional knowledge is acquired from each succeeding expert interviewed. After analysis, it was determined that the amount of knowledge acquired from one expert was about 63 percent and the average increase of acquired knowledge with the second expert was about 16% and the third expert added another 8 percent. Past studies have reported considerably lower percentages of relevant information captured with Cognitive Task Analysis – about 30 percent of decisions are typically reported for example. Thus it was hypothesized that information about the controversial procedure examined in this study may have become more conscious to the experts interviewed because they had been discussing it among themselves and reading accounts in journals. |
| Keyword | cognitive task analysis; expertise; subject matter expert; knowledge types; surgery; medical education; training; interview; automaticity |
| 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-m3424 |
| Rights | Bartholio, Craig W. |
| 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-Bartholio-4088 |
| Archival file | uscthesesreloadpub_Volume29/etd-Bartholio-4088.pdf |
Description
| Title | Page 1 |
| Full text | THE USE OF COGNITIVE TASK ANALYSIS TO INVESTIGATE HOW MANY EXPERTS MUST BE INTERVIEWED TO ACQUIRE THE CRITICAL INFORMATION NEEDED TO PERFORM A CENTRAL VENOUS CATHETHER PLACEMENT by Craig W. Bartholio 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 December 2010 Copyright 2010 Craig W. Bartholio |
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