Developing Cognitive Task Analysis–based Educational Videos for Basic Surgical Skills in Plastic Surgery

Yeung, Celine; McMillan, Catherine; Saun, Tomas J.; Sun, Kimberly; Dhondt, Veerle; Schroeder, Herbert P. von; Martou, Glykeria; Lee, Matthew; Liao, Elizabeth; Binhammer, Paul

doi:10.1016/j.jsurg.2017.01.008

Cited by 12 publications

(10 citation statements)

References 21 publications

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“…This highlights the need to perform a cognitive task analysis, a way of deconstructing this complex procedure into partial tasks; this would allow trainees to repeat them several times before embarking on performing entire procedure from start to finish. [22][23][24][25] Confidence scores were statistically higher after coaching in both groups, findings consistent with previous work. 26,27 We also found that residents who planned on incorporating vaginal surgery into their surgical repertoire showed a nonsignificant trend toward higher assessment scores than those who were neutral or did not plan on performing vaginal surgery.…”

Section: Discussionsupporting

confidence: 91%

Simulation training: a novel and effective way to improve knowledge and attitudes towards coroner’s court attendance

Escobar¹,

Pape²,

Ferrante³

et al. 2020

J Surg Simul

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Background: We studied performance on a simulator among senior residents performing vaginal hysterectomy by using an Objective Skills Assessments Test-Simulated Vaginal Hysterectomy (OSAT-SVH). The aim of this study was to determine whether there are differences seen in peer (resident to resident) coaching compared with expert (faculty to resident) coaching. Methods: Participants were third-and fourth-year OB/GYN residents at two academic institutions, who had performed fewer than five vaginal hysterectomies as primary surgeon. After orientation, participants performed vaginal hysterectomy on a trainer while being coached by either an expert or a peer. The peer coach was a third-year OBGYN resident and was trained by the expert coach before enrollment of the study participants in a separate 3-hour training session. Results: Participants were videotaped performing a second hysterectomy on the model without coaching. A blinded faculty reviewer rated the videotaped hysterectomy using OSAT-SVH. Mean Global Rating Scale (GRS) and procedure-specific checklist (PSC) scores were not statistically significant between the peer and expert groups: GRS 11.6 (SD, 4.5) versus 13.0 (SD, 5.5) (P = 0.59) and PSC 15.0 (SD, 4.4) versus 15.0 (SD, 5.1) (P = 1.0), respectively. Conclusion: This study may provide evidence that a trained resident surgical coach could be as effective as a faculty instructor when teaching the steps of vaginal hysterectomy using a task trainer. Further studies are needed to confirm this finding and to assess if the development of these skills transfers to clinical care.

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Section: Discussionsupporting

confidence: 91%

Simulation training: a novel and effective way to improve knowledge and attitudes towards coroner’s court attendance

Escobar¹,

Pape²,

Ferrante³

et al. 2020

J Surg Simul

View full text Add to dashboard Cite

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“…The surgeons were interviewed for cognitive task data, which were characterized into either actions, decisions, or assessments. The final list of cognitive decision tasks was used to develop multimedia e-learning videos for the aforementioned surgical skills 39 . No follow-up study has been published at the time of this review.…”

Section: Resultsmentioning

confidence: 99%

Does E-learning Improve Plastic Surgery Education?

2021

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Purpose E-learning is rapidly growing in medical education, overcoming physical, geographic, and time-related barriers to students. This article critically evaluates the existing research on e-learning in plastic surgery. Methods A systematic review of e-learning in plastic surgery was conducted using the PubMed/MEDLINE, Scopus, and Embase databases. Studies were limited to those written in English and published after 1995 and excluded short communications, letters to the editor, and articles focused on in-person simulation. Results A total of 23 articles were identified. Represented subspecialties include breast, burns, craniofacial/pediatrics, hand, and microsurgery. Most e-learning resources target surgeons and trainees, but a small number are for patients, parents, and referring physicians. Users reported high levels of satisfaction with e-learning and significant gains in knowledge after completion, although there may be more variable satisfaction with teaching technical skills. Two studies showed no differences in knowledge gains from e-learning compared with traditional learning methods. Subgroup analysis showed greater benefit of e-learning for novice learners when evaluated. Surveys of plastic surgeons and trainees showed high interest in and growing utilization of e-learning. Conclusions Research in plastic surgery e-learning shows high user satisfaction and overall improvements in learning outcomes with knowledge gains equivalent to traditional teaching methods and greater benefit in novice learners. Thus, e-learning can serve an important role in plastic surgery education, especially in the current state of social distancing. Future work should aim to define learner preferences and educational needs and better establish how e-learning can augment plastic surgical education, particularly among other teaching methods.

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“…In fact, most of the current instructional designs predominant in surgical education provide specific step-by-step models to develop learners' competence in surgical technical skills. 23,27,28 Although the hierarchical nature of these models supports a high level view of task decompositions and provides detailed specifications of how surgeons should execute certain surgical steps, these models are often focused on developing surgeons' psychomotor skills 29,30 and do not thoroughly capture the variety of cognitive processes entailed during complex team-based surgical procedures. 31,32 For instance, our results showed that the ''separate from bypass'' step, besides having 6 substeps, involves 5 decision points and 3 critical communications, imposing high cognitive demands for the entire team.…”

Section: Discussionmentioning

confidence: 99%