Utilization of a cognitive task analysis for laparoscopic appendectomy to identify differentiated intraoperative teaching objectives

• Published in: The American journal of surgery Vol. 203; no. 4; pp. 540 - 545
• Main Authors: Smink, Douglas S., M.D., M.P.H, Peyre, Sarah E., Ed.D, Soybel, David I., M.D, Tavakkolizadeh, Ali, M.D, Vernon, Ashley H., M.D, Anastakis, Dimitri J., M.D., M.H.P.E
• Format: Journal Article
• Language: English
• Published: New York, NY Elsevier Inc 01.04.2012; Elsevier; Elsevier Limited
• Subjects: Adult; Appendectomy; Appendectomy - education; Appendectomy - methods; Biological and medical sciences; Clinical Competence; Cognition; Cognitive ability; Cognitive task analysis; Curricula; Decision analysis; Decision making; Digestive system. Abdomen; Education, Medical, Graduate - methods; Endoscopy; Experts; Female; General aspects; General Surgery - education; Handbooks; Human performance; Humans; Internship and Residency; Intraoperative Care - methods; Investigative techniques, diagnostic techniques (general aspects); Laparoscopic appendectomy; Laparoscopy; Laparoscopy - education; Laparoscopy - methods; Male; Medical sciences; Middle Aged; Ostomy; Psychologists; Reviews; Skills; Stomach, duodenum, intestine, rectum, anus; Studies; Surgeons; Surgery; Surgery (general aspects). Transplantations, organ and tissue grafts. Graft diseases; Surgery of the digestive system; Surgical education; Task analysis; Task Performance and Analysis; Teaching; Teaching methods; United States; United States; Laparoscopic appendectomy; Decision making; Surgical education; Cognitive task analysis; Appendectomy; Use; Intraoperative; Cognition; Laparoscopy; Teaching; Medicine; Treatment; Vermiform appendix; Education; Surgery; Endoscopy
• ISSN: 0002-9610; 1879-1883
• DOI: 10.1016/j.amjsurg.2011.11.002

Abstract Background Experts become automated when performing surgery, making it difficult to teach complex procedures to trainees. Cognitive task analysis (CTA) enables experts to articulate operative steps and cognitive decisions in complex procedures such as laparoscopic appendectomy, which can then be used to identify central teaching points. Methods Three local surgeon experts in laparoscopic appendectomy were interviewed using critical decision method-based CTA methodology. Interview transcripts were analyzed, and a cognitive demands table (CDT) was created for each expert. The individual CDTs were reviewed by each expert for completeness and then combined into a master CDT. Percentage agreement on operative steps and decision points was calculated for each expert. The experts then participated in a consensus meeting to review the master CDT. Each surgeon expert was asked to identify in the master CDT the most important teaching objectives for junior-level and senior-level residents. The experts' responses for junior-level and senior-level residents were compared using a χ2 test. Results The surgeon experts identified 24 operative steps and 27 decision points. Eighteen of the 24 operative steps (75%) were identified by all 3 surgeon experts. The percentage of operative steps identified was high for each surgeon expert (96% for surgeon 1, 79% for surgeon 2, and 83% for surgeon 3). Of the 27 decision points, only 5 (19%) were identified by all 3 surgeon experts. The percentage of decision points identified varied by surgeon expert (78% for surgeon 1, 59% for surgeon 2, and 48% for surgeon 3). When asked to identify key teaching points, the surgeon experts were more likely to identify operative steps for junior residents (9 operative steps and 6 decision points) and decision points for senior residents (4 operative steps and 13 decision points) ( P < .01). Conclusions CTA can deconstruct the essential operative steps and decision points associated with performing a laparoscopic appendectomy. These results provide a framework to identify key teaching principles to guide intraoperative instruction. These learning objectives could be used to guide resident level–appropriate teaching of an essential general surgery procedure.