کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
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4281284 | 1611585 | 2008 | 5 صفحه PDF | دانلود رایگان |

BackgroundThe aim of this study was to compare the surgical knowledge of residents before and after receiving a cognitive task analysis–based multimedia teaching module.MethodsTen plastic surgery residents were evaluated performing flexor tendon repair on 3 occasions. Traditional learning occurred between the first and second trial and served as the control. A teaching module was introduced as an intervention between the second and third trial using cognitive task analysis to illustrate decision-making skills.ResultsAll residents showed improvement in their decision-making ability when performing flexor tendon repair after each surgical procedure. The group improved through traditional methods as well as exposure to our talk-aloud protocol (P > .01). After being trained using the cognitive task analysis curriculum the group displayed a statistically significant knowledge expansion (P < .01).ConclusionsResidents receiving cognitive task analysis–based multimedia surgical curriculum instruction achieved greater command of problem solving and are better equipped to make correct decisions in flexor tendon repair.
Journal: The American Journal of Surgery - Volume 195, Issue 1, January 2008, Pages 11–15