Cognitive Task Analysis to Improve Student Competencies: a Pilot Study based on the Use of the Square of PErceived ACtion Model

The aim of this pilot study was to test a method developed in the Cognitive Task Analysis paradigm for adult occupational training in the field of education. The method used was based on the Square of Percieved ACtion (SPEAC) protocol using the SPEAC model (explaining how to successfully put competencies in action). The study was conducted in two secondary education classes, with a sample of 36 students (control group and test group) for an activity in Economics & Social science. The application of this innovative SPEAC-based method resulted in a significant and homogeneous increase in student performance. Beyond showing that the protocol can be applied both for adults and the young and in both occupational and academic contexts, the study demonstrates the benefits in learning and training with this method. Cognitive processes underpinning the improvement in teaching and limitations of the method are discussed.

Download Full-text

Understanding the Cognitive Demands, Skills, and Assessment Approaches for Endotracheal Intubation: A Cognitive Task Analysis (Preprint)

10.2196/preprints.34522 ◽

2021 ◽

Author(s):

Taylor Kunkes ◽

Basiel Makled ◽

Jack Norfleet ◽

Steven Schwaitzberg ◽

Lora Cavuoto

Keyword(s):

Airway Management ◽

Endotracheal Intubation ◽

Task Analysis ◽

Cognitive Task ◽

Cognitive Task Analysis ◽

Subsequent Treatment ◽

Cognitive Demands ◽

Medical Specialties ◽

Training Requirements ◽

And Training

BACKGROUND Proper airway management is an essential skill for hospital personnel and rescue services to learn as it is a priority for the care of critically ill patients. It is critical that providers be properly trained and competent in performing endotracheal intubation (ETI), a widely used technique for airway management. Several metrics have been created in order to measure competence in the ETI procedure. However, there is still a need to improve ETI training and evaluation including a focus on collaborative research across medical specialties in order to establish greater competence-based training and assessments. Training and evaluating ETI should also incorporate modern, evidence-based procedural training methodologies. OBJECTIVE Cognitive task analysis (CTA) is a framework developed to identify the cognitive demands and skills needed to proficiently perform a task, elucidate differences between novice and expert performance, and provide an understanding of the workload associated with a task. The CTA framework was applied to ETI in order to capture a broad view of task and training requirements from the perspective of multiple medical specialties. METHODS A CTA interview was developed based on previous research into the tasks and evaluation methods of ETI. Six experts from multiple medical specialties were interviewed in order to capture the cognitive skills required in order to complete this task. Interviews were coded for main themes, sub-themes in each category, and differences among specialties. These findings were compiled into a skills tree in order to identify the training needs and cognitive requirements of each task. RESULTS The CTA revealed that consistency in equipment setup and planning through talk or think-aloud methods are critical to successfully mastering ETI. These factors allow the providers to avoid errors due to patient characteristics and environmental factors. Variation among specialties derived primarily from the environment in which ETI is performed, subsequent treatment plans, and available resources. Anesthesiology typically represented the most ideal cases with a large potential for training, whereas emergency medical personnel faced the greatest number of constraints based on the environment and available equipment. CONCLUSIONS While the skills tree cannot perfectly capture the complexity and detail of all potential cases, it provided insight into the nuanced skills and training techniques used to prepare novices for the variability they may find in practice. Importantly, the CTA identified ways in which challenges faced by novices may be overcome and how this training can be applied to future cases. By making these implicit skills and points of variation explicit, they can be better translated into teachable details. These findings are consistent with previous studies looking at developing improved assessment metrics for ETI and expand upon their work by delving into methods of feedback and strategies to assist novices.

Download Full-text

Perspectives on Cognitive Task-Analysis: The State of the State of the Art

Proceedings of the Human Factors Society Annual Meeting ◽

10.1177/154193128903301924 ◽

1989 ◽

Vol 33 (19) ◽

pp. 1348-1352 ◽

Cited By ~ 7

Author(s):

Richard E. Redding

Keyword(s):

Task Analysis ◽

State Of The Art ◽

Cognitive Task ◽

Cognitive Task Analysis ◽

The State ◽

Future Research ◽

Practical Application ◽

Considerable Time ◽

Yield Data ◽

And Training

This study presents a critical analysis of the state of current technologies, methods, and tools used in cognitive task-analysis. Methods for cognitive task-analysis, derived from methods used in cognitive science, are relatively new and have not been systematized. Current methodologies demand considerable time and expertise to conduct properly and often yield data which is difficult to readily translate into practical application. This paper examines these problems and proposes some directions for future research and training program development.

Download Full-text

Elicitation by Critiquing: Applications to Computer Network Defense

Proceedings of the Human Factors and Ergonomics Society Annual Meeting ◽

10.1177/1541931218621286 ◽

2018 ◽

Vol 62 (1) ◽

pp. 1247-1251

Author(s):

Alexander Scott ◽

Ian Cooke ◽

Katarzyna Sliwinska ◽

Novia Wong ◽

David Schuster

Keyword(s):

Human Factors ◽

Task Analysis ◽

Computer Network ◽

Cognitive Task ◽

Cognitive Task Analysis ◽

Network Defense ◽

Important Concern ◽

Cognitive Work ◽

Computer Network Defense ◽

And Training

With an increasing frequency of data breaches suffered by organizations, computer network defense (CND) is becoming an increasingly important concern. With understanding of how cybersecurity professionals engage in the cognitive aspects of their work, human factors researchers and practitioners can improve tools and training. By optimizing the tools and training network defenders rely on to detect and respond to novel network threats, the cybersecurity workforce will be strengthened. While cognitive task analysis (CTA) is well-positioned to represent the cognitive work of CND, we identify challenges practitioners are likely to encounter in the field. Through a review of published CTAs in CND and other domains, we provide guidance for future CTA efforts in CND. Finally, we present an argument for the use of Elicitation by Critiquing (EBC) and demonstrate its efficacy in mitigating the challenges of applying CTA in CND.

Download Full-text

Training Surgeons to Perform Arthroscopic All-Inside Meniscal Repair: A Randomized Controlled Trial Evaluating the Effectiveness of a Novel Cognitive Task Analysis Teaching Tool, Imperial College London/University College London Meniscus Repair Cognitive Task Analysis (IUMeRCTA)

The American Journal of Sports Medicine ◽

10.1177/03635465211021652 ◽

2021 ◽

pp. 036354652110216

Author(s):

Urvi Karamchandani ◽

Rahul Bhattacharyya ◽

Rahul Patel ◽

Sam Oussedik ◽

Rajarshi Bhattacharya ◽

...

Keyword(s):

Task Analysis ◽

Cognitive Task ◽

Intervention Group ◽

Meniscal Repair ◽

Cognitive Task Analysis ◽

Meniscus Repair ◽

Imperial College ◽

Control Group ◽

Teaching Tool ◽

University College London

Background: All-inside meniscal repair is an increasingly common technique for the surgical treatment of meniscal tears. There are currently no standardized techniques for training residents in this procedure. Cognitive task analysis (CTA) is a method of analyzing and standardizing key steps in a procedure that allows training to be conducted in a validated and reproducible manner. Purpose: (1) To design a digital CTA teaching tool for a standardized all-inside meniscal repair. (2) To evaluate whether CTA-trained residents would perform better in a meniscal repair task compared with a control group who underwent traditional apprenticeship methods of training. Study Design: Controlled laboratory study. Methods: Three expert knee surgeons were interviewed using a modified Delphi method to generate a consensus among the ideal technical steps, cognitive decision points, and common errors and solutions for an all-inside meniscal repair. This written information was then combined with visual and audio components and integrated onto a digital platform to create the Imperial College London/University College London Meniscus Repair Cognitive Task Analysis (IUMeRCTA) tool. Eighteen novice residents were randomized into an intervention group (digital CTA tool) and control group (equipment instruction manual). Both groups performed an all-inside meniscal repair on high-fidelity, phantom knee models and were assessed by expert surgeons, blinded to the interventions, using a validated global rating scale (GRS). After a power calculation, median GRS scores were compared between groups using the Mann-Whitney U test; significance was set at P < .05. Results: For the IUMeRCTA tool design, the procedure was divided into 55 steps across 9 phases: (1) preoperative planning, (2) theater and patient setup, (3) portal placement, (4) meniscal examination, (5) tear reduction, (6) suture planning, (7) suture insertion, (8) repair completion, and (9) postoperative care and rehabilitation. For the trial, the intervention group (mean ± SD GRS, 32 ± 2.9) performed significantly better than did the control group (GRS, 24 ± 3.3; P < .001). Conclusion: This is the first CTA tool to demonstrate objective benefits in training novices to perform an arthroscopic all-inside meniscal repair. Clinical Relevance: The IUMeRCTA tool is an easily accessible and effective adjunct to traditional teaching that enhances learning the all-inside meniscal repair for novice surgeons.

Download Full-text

Cognitive Task Analysis of Air Traffic Control Instruction to Identify Rule-Based Measures of Student Simulator Performance

Proceedings of the Human Factors and Ergonomics Society Annual Meeting ◽

10.1177/154193129604000427 ◽

1996 ◽

Vol 40 (4) ◽

pp. 269-273

Author(s):

Richard E. Redding ◽

Thomas L. Seamster

Keyword(s):

Student Performance ◽

Traffic Control ◽

Task Analysis ◽

Student Evaluation ◽

Cognitive Task ◽

Intelligent Tutoring System ◽

Cognitive Task Analysis ◽

Air Traffic ◽

Simulator Training ◽

Rule Based

This study is the first cognitive task analysis of the air traffic controller student evaluation process. The goal was to identify cognitive and behavioral rule-based measures for assessing student simulator performance. A knowledge structure analysis of experienced instructor's sorting of assessment concepts was followed by a protocol analysis of instructor's simulator training sessions with students. The data were translated into IF-THEN cognitive and/or behavioral assessment rules for use in an automated evaluation or intelligent tutoring system. Traditional summary measures of performance activate the rules, providing real-time diagnosis of student performance. This event-driven approach determines not only that some action is incorrect but also what is missing from the student's knowledge or skill base.

Download Full-text