Teaching cognitive skills improves learning in surgical skills courses: a blinded, prospective, randomized study.
OBJECTIVE
To investigate the teaching of cognitive skills within a technical skills course, we carried out a blinded, randomized prospective study.


METHODS
Twenty-one junior residents (postgraduate years 1-3) from a single program at a surgical-skills training centre were randomized to 2 surgical skills courses teaching total knee arthroplasty. One course taught only technical skill and had more repetitions of the task (5 or 6). The other focused more on developing cognitive skills and had fewer task repetitions (3 or 4). All were tested with the Objective Structured Assessment of Technical Skill (OSATS) both before and after the course, as well as a pre- and postcourse error-detection exam and a postcourse exam with multiple-choice questions (MCQs) to test their cognitive skills.


RESULTS
Both groups' technical skills as assessed by OSATS were equivalent, both pre- and postcourse. Taking their courses improved the technical skills of both groups (OSATS, p < 0.01) over their pre-course scores. Both groups demonstrated equivalent levels of knowledge on the MCQ exam, but the cognitive group scored better on the error-detection test (p = 0.02).


CONCLUSIONS
Cognitive skills training enhances the ability to correctly execute a surgical skill. Furthermore, specific training and practice are required to develop procedural knowledge into appropriate cognitive skills. Surgeons need to be trained to judge the correctness of their actions.
Kohls-Gatzoulis
Julie A
JA
Centre for Research in Education, University Health Network, University of Toronto, Toronto, Ont. gatzoulis@ntlworld.com
Regehr
Glenn
G
Hutchison
Carol
C
D019645:Arthroplasty, Replacement, Knee / Q000193:education; D004503:Education, Medical, Graduate / Q000379:methods*; D006801:Humans; D007396:Internship and Residency; D007858:Learning; D019637:Orthopedic Procedures / Q000193:education*; D011446:Prospective Studies; D016037:Single-Blind Method