The Use of Cognitive Task Analysis to Improve Instructional Descriptions of Procedures

Clark, Richard E.; Pugh, Carla M.; Yates, Kenneth A.; Inaba, Kenji; Green, Donald J.; Sullivan, Maura E.

doi:10.1016/j.jss.2011.09.003

Cited by 67 publications

(41 citation statements)

References 8 publications

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“…Functional task alignment will be greater to the extent that essential functional components of the target task are designed into the simulation. These essential components can be identified by, for example, engaging a panel of experts in an analysis of the task of interest, 48 followed by the selection of the best simulator platform or context to address the educational goals. In this way, simulation is no different than any other educational process.…”

Section: Implications For Educationmentioning

confidence: 99%

Reconsidering Fidelity in Simulation-Based Training

et al. 2014

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In simulation-based health professions education, the concept of simulator fidelity is usually understood as the degree to which a simulator looks, feels, and acts like a human patient. Although this can be a useful guide in designing simulators, this definition emphasizes technological advances and physical resemblance over principles of educational effectiveness. In fact, several empirical studies have shown that the degree of fidelity appears to be independent of educational effectiveness. The authors confronted these issues while conducting a recent systematic review of simulation-based health professions education, and in this Perspective they use their experience in conducting that review to examine key concepts and assumptions surrounding the topic of fidelity in simulation.Several concepts typically associated with fidelity are more useful in explaining educational effectiveness, such as transfer of learning, learner engagement, and suspension of disbelief. Given that these concepts more directly influence properties of the learning experience, the authors make the following recommendations: (1) abandon the term fidelity in simulation-based health professions education and replace it with terms reflecting the underlying primary concepts of physical resemblance and functional task alignment; (2) make a shift away from the current emphasis on physical resemblance to a focus on functional correspondence between the simulator and the applied context; and (3) focus on methods to enhance educational effectiveness using principles of transfer of learning, learner engagement, and suspension of disbelief. These recommendations clarify underlying concepts for researchers in simulation-based health professions education and will help advance this burgeoning field.

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Section: Implications For Educationmentioning

confidence: 99%

Reconsidering Fidelity in Simulation-Based Training

et al. 2014

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“…A potential limitation was the use of only one SME interview. While three to four SMEs are generally preferred for a full CTA interview [9, 30], it has been shown that just one SME can provide significantly more information through a CTA interview process than four SMEs using simple free recall [16]. The interview provided by one SME, coupled with the ability of survey respondents to add their own procedural tasks, was found to be sufficient to gather an appropriate amount of information for this linear medical procedure.…”

Section: Discussionmentioning

confidence: 99%

Task analysis method for procedural training curriculum development

et al. 2013

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A central venous catheter (CVC) is an important medical tool used in critical care and emergent situations. Integral to proper care in many circumstances, insertion of a CVC introduces the risk of central line-associated blood stream infections and mechanical adverse events; proper training is important for safe CVC insertion. Cognitive task analysis (CTA) methods have been successfully implemented in the medical field to improve the training of postgraduate medical trainees, but can be very time-consuming to complete and require a significant time commitment from many subject matter experts (SMEs). Many medical procedures such as CVC insertion are linear processes with well-documented procedural steps. These linear procedures may not require a traditional CTA to gather the information necessary to create a training curriculum. Accordingly, a novel, streamlined CTA method designed primarily to collect cognitive cues for linear procedures was developed to be used by medical professionals with minimal CTA training. This new CTA methodology required fewer trained personnel, fewer interview sessions, and less time commitment from SMEs than a traditional CTA. Based on this study, a streamlined CTA methodology can be used to efficiently gather cognitive information on linear medical procedures for the creation of resident training curricula and procedural skills assessments.

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“…59 Although not explicitly stated, the procedural skill breakout group recommended using simulation and task analyses in designing procedural skill education. 60 More recently, educators are using HF more overtly in addressing procedures 61 and also indirectly through the measurement of learner cognitive load during the training process. 29,30 Investigators have utilized HFA to approach simulation-based training and assessment of procedures, including intraosseous line insertion, 62 epistaxis management, 63 bag-valve-mask ventilation, 64 intravenous catheter insertion, 65 emergency ultrasound technique, 66 and central venous catheter placement.…”

Section: Hf In Emmentioning

confidence: 99%

Human Factors and Simulation in Emergency Medicine

Hayden

Wong

Ackerman

et al. 2017

Academic Emergency Medicine

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This consensus group from the 2017 Academic Emergency Medicine Consensus Conference "Catalyzing System Change through Health Care Simulation: Systems, Competency, and Outcomes" held in Orlando, Florida, on May 16, 2017, focused on the use of human factors (HF) and simulation in the field of emergency medicine (EM). The HF discipline is often underutilized within EM but has significant potential in improving the interface between technologies and individuals in the field. The discussion explored the domain of HF, its benefits in medicine, how simulation can be a catalyst for HF work in EM, and how EM can collaborate with HF professionals to effect change. Implementing HF in EM through health care simulation will require a demonstration of clinical and safety outcomes, advocacy to stakeholders and administrators, and establishment of structured collaborations between HF professionals and EM, such as in this breakout group.

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The Use of Cognitive Task Analysis to Improve Instructional Descriptions of Procedures

Cited by 67 publications

References 8 publications

Reconsidering Fidelity in Simulation-Based Training

Reconsidering Fidelity in Simulation-Based Training

Task analysis method for procedural training curriculum development

Human Factors and Simulation in Emergency Medicine

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