Analyse cognitive de tâche: Une nécessité pour l'enseignant

The Effectiveness of a Cognitive Task Analysis Informed Curriculum to Increase Self-Efficacy and Improve Performance for an Open Cricothyrotomy

Campbell J et All. J Surg Educ. 2011 Sep-Oct;68(5):403-7.

 

Un des enjeux de l'apprentissage d'un geste technique est de reproduire la séquence nécessaire tele que décrite par un expert. Hors il est démontré que près de la moitié des phases nécessaires ne sont pas décrites par ces derniers. L'analyse cognitive de tâche est une technique visant à identifier toutes ces phases réalisées de manière inconsciente par les experts qui dès lors de les décrivent pas. La référence proposée porte sur la coniotomie, mais toute activité technique est concernée.

 

OBJECTIVE: This study explored the effects of a cognitive task analysis (CTA)-informed curriculum to increase surgical skills cothyrotomy, procedural skills, surgical skills, curriculum performance and self-efficacy beliefs for medical students and development postgraduate surgical residents learning how to perform an  open cricothyrotomy. 

METHODS: Third-year medical students and postgraduate year 2 and 3 surgery residents were assigned randomly to either the CTA group (n ϭ 12) or the control group (n ϭ 14). The CTA group learned the open cricothyrotomy procedure using the CTA curriculum. The control group received the traditional curriculum.

RESULTS: The CTA group outperformed the control group significantly based on a 19-point checklist score (CTA mean score: 17.75, standard deviation [SD] ϭ 2.34; control mean score: 15.14, SD ϭ 2.48; p ϭ 0.006). The CTA group also reported significantly higher self-efficacy scores based on a 140- point self-appraisal inventory (CTA mean score: 126.10, SD ϭ 16.90; control: 110.67, SD ϭ 16.8; p ϭ 0.029).

CONCLUSIONS: The CTA curriculum was effective in increasing the performance and self-efficacy scores for postgraduate surgical residents and medical students performing an open cricothyrotomy.