Cognitive aids, checklists and mental models

Webster, Craig

doi:10.1111/anae.13943

Cited by 1 publication

(1 citation statement)

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“…88 In summary, evidence has resulted in numerous statements calling for increased training and implementation of cognitive aids in health care. 73,89,90 Much remains to be done, however, to include routine education on the use of cognitive aids in most training curricula. For instance, while simulation experiences are included as a program requirement, training on routine use of cognitive aids is not included in the Accreditation Council for Graduate Medical Education (ACGME) Common Program Requirements or the Anesthesiology Milestones, 91,92 even though the science shows clear benefit.…”

Section: Cognitive Aidsmentioning

confidence: 99%

Learners and Luddites in the Twenty-first Century

et al. 2019

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Anesthesiologists are both teachers and learners and alternate between these roles throughout their careers. However, few anesthesiologists have formal training in the methodologies and theories of education. Many anesthesiology educators often teach as they were taught and may not be taking advantage of current evidence in education to guide and optimize the way they teach and learn. This review describes the most up-to-date evidence in education for teaching knowledge, procedural skills, and professionalism. Methods such as active learning, spaced learning, interleaving, retrieval practice, e-learning, experiential learning, and the use of cognitive aids will be described. We made an effort to illustrate the best available evidence supporting educational practices while recognizing the inherent challenges in medical education research. Similar to implementing evidence in clinical practice in an attempt to improve patient outcomes, implementing an evidence-based approach to anesthesiology education may improve learning outcomes.

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Section: Cognitive Aidsmentioning

confidence: 99%