Sullivan Maura E, Brown Carlos V R, Peyre Sarah E, Salim Ali, Martin Matthew, Towfigh Shirin, Grunwald Tiffany
Department of Surgery, Keck School of Medicine, University of Southern California, Los Angeles, CA, USA.
Am J Surg. 2007 Jan;193(1):96-9. doi: 10.1016/j.amjsurg.2006.09.005.
The purpose of the current study was to determine the effectiveness of using cognitive task analysis (CTA) to develop a curriculum to teach the behavioral skills and the cognitive strategies of a percutaneous tracheostomy (PT) placement.
Postgraduate 2, 3, and 4 general surgery residents were randomly assigned to either the CTA group (N = 9) or the control group (N = 11). The CTA group was taught percutaneous tracheostomy placement using the CTA curriculum. The control group received the traditional curriculum.
The CTA group performed significantly higher on the PT procedure at 1 month (CTA: 43.5 +/- 3.7, control 35.2 +/- 3.9, P = .001) and at 6 months post-instruction (CTA: 39.4 +/- 4.2, control: 31.8 +/- 5.8, P = .004). In addition, the CTA group demonstrated superior cognitive strategies than the control group (CTA: 25.4 +/- 5.3, control: 19.2 +/- 2.0, P = .004).
The use of CTA was effective in improving the cognitive processes and technical skills of performing a PT for surgical residents.
本研究旨在确定使用认知任务分析（CTA）来开发一门课程，以教授经皮气管切开术（PT）操作的行为技能和认知策略的有效性。
将普通外科专业的二年级、三年级和四年级研究生随机分为CTA组（N = 9）和对照组（N = 11）。CTA组使用CTA课程学习经皮气管切开术的操作。对照组接受传统课程。
CTA组在术后1个月（CTA：43.5±3.7，对照组35.2±3.9，P = .001）和术后6个月（CTA：39.4±4.2，对照组：31.8±5.8，P = .004）的PT操作表现明显更好。此外，CTA组展示出比对照组更优的认知策略（CTA：25.4±5.3，对照组：19.2±2.0，P = .004）。
使用CTA对于提高外科住院医师进行PT操作的认知过程和技术技能是有效的。
