The use of a cognitive task analysis-based multimedia program to teach surgical decision making in flexor tendon repair.
BACKGROUND
The aim of this study was to compare the surgical knowledge of residents before and after receiving a cognitive task analysis-based multimedia teaching module.


METHODS
Ten 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.


RESULTS
All 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).


CONCLUSIONS
Residents 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.
Luker
Kali R
KR
Department of Surgery, Division of Plastic & Reconstructive Surgery, Keck School of Medicine, University of Southern California, Santa Monica, CA, USA.
Sullivan
Maura E
ME
Peyre
Sarah E
SE
Sherman
Randy
R
Grunwald
Tiffany
T
D002983:Clinical Competence; D003071:Cognition; D003479:Curriculum; D003657:Decision Making; D004521:Educational Measurement; D006801:Humans; D019212:Multimedia; D019651:Plastic Surgery Procedures / Q000193:education*; D013518:Surgery, Plastic / Q000193:education*; D013647:Task Performance and Analysis; D013663:Teaching; D013710:Tendons / Q000601:surgery