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.
|Advisor:||Yates, Kenneth A.|
|Commitee:||Hirabayashi, Kimberly, Sullivan, Maura E.|
|School:||University of Southern California|
|Department:||Education(Psychology and Technology)|
|School Location:||United States -- California|
|Source:||DAI-B 73/11(E), Dissertation Abstracts International|
|Subjects:||Medicine, Nursing, Educational technology|
|Keywords:||Anesthesiology, Cognitive task analysis, Extubation, Instruction, Nurse anesthesia, Simulation, Training|
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