Dissertation/Thesis Abstract

Cognitive task analysis for instruction in single-injection ultrasound guided-regional anesthesia
by Gucev, Gligor V., Ed.D., University of Southern California, 2012, 92; 3513770
Abstract (Summary)

Cognitive task analysis (CTA) is methodology for eliciting knowledge from subject matter experts. CTA has been used to capture the cognitive processes, decision-making, and judgments that underlie expert behaviors. A review of the literature revealed that CTA has not yet been used to capture the knowledge required to perform ultrasound guided regional anesthesia (UGRA). The purpose of this study was to utilize CTA to extract knowledge from UGRA experts and to determine whether instruction based on CTA of UGRA will produce results superior to the results of traditional training. This study adds to the knowledge base of CTA in being the first one to effectively capture the expert knowledge of UGRA. The derived protocol was used in a randomized, double blinded experiment involving UGRA instruction to 39 novice learners. The results of this study strongly support the hypothesis that CTA-based instruction in UGRA is more effective than conventional clinical instruction, as measured by conceptual pre- and post-tests, performance of a simulated UGRA procedure, and time necessary for the task performance. This study adds to the number of studies that have proven the superiority of CTA-informed instruction. Finally, it produced several validated instruments that can be used in instructing and evaluating UGRA.

Indexing (document details)
Advisor: Yates, Kenneth
Commitee: Hirabayashi, Kimberly, Sullivan, Maura
School: University of Southern California
Department: Education
School Location: United States -- California
Source: DAI-A 73/11(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational psychology, Science education
Keywords: Anesthesia, Cognitive task analysis, Educational psychology, Medical education, Randomized double blinded, Regional anesthesia, Ultrasound
Publication Number: 3513770
ISBN: 978-1-267-44335-9
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