J Surg Educ. 2011 Sep-Oct;68(5):403-7.
Campbell J, Tirapelle L, Yates K, Clark R, Inaba K, Green D, Plurad D, Lam L, Tang A, Cestero R, Sullivan M.
Source
Center for Creative Technologies, University of Southern California, Los Angeles, California.
Abstract
OBJECTIVE:
This study explored the effects of a cognitive task analysis (CTA)-informed curriculum to increase surgical skills performance and self-efficacy beliefs for medical students and postgraduate surgical residents learning how to perform an open cricothyrotomy.
METHODS:
Third-year medical students and postgraduate year 2 and 3 surgery residents were assigned randomly to either the CTA group (n = 12) or the control group (n = 14). The CTA group learned the open cricothyrotomy procedure using the CTA curriculum. The control group received the traditional curriculum.
RESULTS:
The CTA group outperformed the control group significantly based on a 19-point checklist score (CTA mean score: 17.75, standard deviation [SD] = 2.34; control mean score: 15.14, SD = 2.48; p = 0.006). The CTA group also reported significantly higher self-efficacy scores based on a 140-point self-appraisal inventory (CTA mean score: 126.10, SD = 16.90; control: 110.67, SD = 16.8; p = 0.029).
CONCLUSIONS:
The CTA curriculum was effective in increasing the performance and self-efficacy scores for postgraduate surgical residents and medical students performing an open cricothyrotomy.
Copyright © 2011 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.
PMID: 21821221 [PubMed - in process]
Saturday, August 20, 2011
Simulation in medical education.
Med Teach. 2011;33(1):1-3.
Khan K, Pattison T, Sherwood M.
Source
Manchester Medical School, University of Manchester, Faculty of Medical and Human Sciences, UK. kamran.khan@manchester.ac.uk
Abstract
Studies in cognitive psychology inform us that the recall of information and its application are best when it is taught and rehearsed in environments similar to workplace. The healthcare professions are heavily task- and performance-based where non-technical skills, decision making and clinical reasoning are important alongside integrity, empathy and compassion. Most of these attributes are difficult to teach and assess in the traditional classrooms. Enhanced patient safety on one hand has to be the ultimate outcome of any medical curriculum while on the other hand, it itself can be potentially compromised in an apprenticeship-based model of medical education. A range of simulation techniques are very well placed to be used alongside clinical placements. These can be employed to enhance learning of healthcare professionals in safe environments, without compromising the patient safety, while maintaining a high degree of realism. This article builds an argument for the use of simulation techniques to enhance patient safety and points the readers to the AMEE Guide No. 50 on simulation, which is written as a practical manual on building a simulation programme in healthcare education.
PMID: 21182376 [PubMed - indexed for MEDLINE]
Khan K, Pattison T, Sherwood M.
Source
Manchester Medical School, University of Manchester, Faculty of Medical and Human Sciences, UK. kamran.khan@manchester.ac.uk
Abstract
Studies in cognitive psychology inform us that the recall of information and its application are best when it is taught and rehearsed in environments similar to workplace. The healthcare professions are heavily task- and performance-based where non-technical skills, decision making and clinical reasoning are important alongside integrity, empathy and compassion. Most of these attributes are difficult to teach and assess in the traditional classrooms. Enhanced patient safety on one hand has to be the ultimate outcome of any medical curriculum while on the other hand, it itself can be potentially compromised in an apprenticeship-based model of medical education. A range of simulation techniques are very well placed to be used alongside clinical placements. These can be employed to enhance learning of healthcare professionals in safe environments, without compromising the patient safety, while maintaining a high degree of realism. This article builds an argument for the use of simulation techniques to enhance patient safety and points the readers to the AMEE Guide No. 50 on simulation, which is written as a practical manual on building a simulation programme in healthcare education.
PMID: 21182376 [PubMed - indexed for MEDLINE]
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