Page 1 |
Save page Remove page | Previous | 1 of 166 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
THE USE OF COGNITIVE TASK ANALYSIS TO CAPTURE EXPERTISE FOR TRACHEAL EXTUBATION TRAINING IN ANESTHESIOLOGY
by
Kären K. Embrey
________________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVIERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2012
Copyright 2012 Kären K. Embrey
Object Description
| Title | The use of cognitive task analysis to capture exterptise for tracheal extubation training in anesthesiology |
| Author | Embrey, Kären K. |
| Author email | embrey@usc.edu;karynembrey@gmail.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2012-01-12 |
| Date submitted | 2012-03-26 |
| Date approved | 2012-03-27 |
| Restricted until | 2012-03-27 |
| Date published | 2012-03-27 |
| Advisor (committee chair) | Yates, Kenneth A |
| Advisor (committee member) |
Sullivan, Maura E. Hirabayashi, Kimberly |
| Abstract | Cognitive task analysis (CTA) is a knowledge elicitation technique employed for acquiring expertise from domain specialists to support the effective instruction of novices. CTA guided instruction has proven effective in improving surgical skills training for medical students and surgical residents. The standard, current method of teaching clinical skills to novices in medical and nursing specialties, including anesthesiology, relies on recall-based instruction from domain experts. This method of instruction is limited by task automation in the expert practitioner. Automated knowledge eludes conscious access and impedes explication of comprehensive essentials for task execution. CTA guided instruction maximizes declarative and procedural knowledge gains in the novice by explicating the necessary equipment, performance objectives, conceptual knowledge, procedural knowledge and performance standards employed when experts execute a particular task. This study employs CTA elicited expertise in the instructional content of an anesthesia practice task, adult postoperative tracheal extubation to 13 junior and senior nurse anesthesia trainees. The declarative and procedural knowledge gains of these students were compared to those of 12 junior and senior nurse anesthesia trainees who received standard recall-based instruction on the same anesthesia task. The study results indicate that CTA-based instruction has a positive and significant effect on procedural knowledge gains in the novice anesthetist as well as the trainee with higher levels of prior knowledge. There were no significant gains in declarative knowledge following either CTA or conventional recall-based instruction on this task for either junior or senior students. Implications for future CTA guided instruction in anesthesia training and the study limitations are discussed. |
| Keyword | cognitive task analysis; anesthesiology; nurse anesthesia; training; skills; simulation |
| 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-m |
| Contributing entity | University of Southern California |
| Rights | Embrey, Kären K. |
| Physical access | The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. |
| Repository name | University of Southern California Digital Library |
| Repository address | USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA |
| Repository email | cisadmin@dots.usc.edu |
| Archival file | uscthesesreloadpub_Volume71/etd-EmbreyKren-553.pdf |
Description
| Title | Page 1 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@dots.usc.edu |
| Full text | THE USE OF COGNITIVE TASK ANALYSIS TO CAPTURE EXPERTISE FOR TRACHEAL EXTUBATION TRAINING IN ANESTHESIOLOGY by Kären K. Embrey ________________________________________________________________________ A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVIERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION May 2012 Copyright 2012 Kären K. Embrey |
