The use of a cognitive task analysis–based multimedia program to teach surgical decision making in flexor tendon repair

Abstract 

Background

The aim of this study was to compare the surgical knowledge of residents before and after receiving a cognitive task analysis–based multimedia teaching module.

Methods

Ten plastic surgery residents were evaluated performing flexor tendon repair on 3 occasions. Traditional learning occurred between the first and second trial and served as the control. A teaching module was introduced as an intervention between the second and third trial using cognitive task analysis to illustrate decision-making skills.

Results

All residents showed improvement in their decision-making ability when performing flexor tendon repair after each surgical procedure. The group improved through traditional methods as well as exposure to our talk-aloud protocol (P > .01). After being trained using the cognitive task analysis curriculum the group displayed a statistically significant knowledge expansion (P < .01).

Conclusions

Residents receiving cognitive task analysis–based multimedia surgical curriculum instruction achieved greater command of problem solving and are better equipped to make correct decisions in flexor tendon repair.

Keywords: Cognitive task analysis, Knowledge elicitation, Procedural knowledge, Automated knowledge, Procedural skills, Technical skills