The Experts below are selected from a list of 48522 Experts worldwide ranked by ideXlab platform
David F. Feldon - One of the best experts on this subject based on the ideXlab platform.
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CogSci - Expertise in Cognitive Task Analysis Interviews.
Cognitive Science, 2015Co-Authors: Danny Koh, Kenneth R. Koedinger, Carolyn Penstein Rosé, David F. FeldonAbstract:Cognitive Task Analysis (CTA) interview technique is commonly used to elicit knowledge of subject-matter experts and to design instruction better focused on what experts don’t know they know. However, the knowledge of how to conduct an effective interview is, itself, largely implicit. In this study we performed protocol Analysis on a set of interview transcripts from an expert CTA practitioner to elicit the Cognitive processes of conducting CTA interviews. We also consulted expert CTA practitioners to identify the strategies that they used during the interviews. We present key strategies that were employed by the expert CTA practitioners to ensure comprehensiveness and accuracy in the information collected, such as looking for perceptual cues (e.g. considering verbs such as “determine”) to ascertain adequacy of SME’s responses and selection of follow-up questions. We present a production rule model as a detailed description of the Cognitive processes underlying expert CTA interviewing.
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Cognitive Task Analysis–Based Training: A Meta-Analysis of Studies
Journal of Cognitive Engineering and Decision Making, 2013Co-Authors: Colby Tofel-grehl, David F. FeldonAbstract:Cognitive Task Analysis (CTA) is enjoying growing popularity in both research and practice as a foundational element of instructional design. However, there exists relatively little research exploring its value as a foundation for training through controlled studies. Furthermore, highly individualized approaches to conducting CTA do not permit broadly generalizable conclusions to be drawn from the findings of individual studies. Thus, examining the magnitude of observed effects across studies from various domains and CTA practitioners is essential for assessing replicable effects. This study reports the findings from a metaAnalysis that examines the overall effectiveness of CTA across practitioners and settings in relation to other means for identifying and representing instructional content. Overall, the effect of CTA-based instruction is large (Hedges’s g = 0.871). However, effect sizes vary substantially by both CTA method used and training context. Though limited by a relatively small number of studies, the notable effect size indicates that the information elicited through CTA provides a strong basis for highly effective instruction.
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Cognitive Task Analysis based training a meta Analysis of studies
Journal of Cognitive Engineering and Decision Making, 2013Co-Authors: Colby Tofelgrehl, David F. FeldonAbstract:Cognitive Task Analysis (CTA) is enjoying growing popularity in both research and practice as a foundational element of instructional design. However, there exists relatively little research exploring its value as a foundation for training through controlled studies. Furthermore, highly individualized approaches to conducting CTA do not permit broadly generalizable conclusions to be drawn from the findings of individual studies. Thus, examining the magnitude of observed effects across studies from various domains and CTA practitioners is essential for assessing replicable effects. This study reports the findings from a metaAnalysis that examines the overall effectiveness of CTA across practitioners and settings in relation to other means for identifying and representing instructional content. Overall, the effect of CTA-based instruction is large (Hedges’s g = 0.871). However, effect sizes vary substantially by both CTA method used and training context. Though limited by a relatively small number of studies, the notable effect size indicates that the information elicited through CTA provides a strong basis for highly effective instruction.
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Advancing the practice of Cognitive Task Analysis: a call for taxonomic research
Theoretical Issues in Ergonomics Science, 2011Co-Authors: Kenneth A. Yates, David F. FeldonAbstract:Cognitive Task Analysis (CTA) captures unobservable Cognitive processes, decisions and judgments of expert performance. Over 100 different CTA methods are identified in prior literature. However, existing classifications typically sort techniques by process rather than outcome, application or causal mechanism. Therefore, techniques can be misapplied and comparative Analysis of methods made difficult. Based on the frequency distribution of CTA methods in 1065 studies, a subsample representing 60% of the most frequently published methods was coded based on elicitation and Analysis techniques. Consistency of resulting applications was assessed. Inconsistent matching of CTA methods and subsequent applications indicate CTA is currently more craft than technology. Therefore, there is no robust basis for selecting one method over another for research or practice. Specific challenges include comparing the reliability and validity of individual methods and optimising selection of techniques for intended applicatio...
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Cognitive Task Analysis
2009Co-Authors: David F. FeldonAbstract:This chapter presents an overview of the current state of Cognitive Task Analysis (CTA) in research and practice. CTA uses a variety of interview and observation strategies to capture a description of the explicit and implicit knowledge that experts use to perform complex Tasks. The captured knowledge is most often transferred to training or the development of expert systems. The first section presents descriptions of a variety of CTA techniques, their common characteristics, and the typical strategies used to elicit knowledge from experts and other sources. The second section describes research on the impact of CTA and synthesizes a number of studies and reviews pertinent to issues underlying knowledge elicitation. In the third section, we discuss the integration of CTA with training design. Finally, in the fourth section, we present a number of recommendations for future research and conclude with general comments.
Tiffany Grunwald - One of the best experts on this subject based on the ideXlab platform.
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The use of a Cognitive Task Analysis-based multimedia program to teach surgical decision making in flexor tendon repair.
American journal of surgery, 2008Co-Authors: Kali R. Luker, Maura E. Sullivan, Sarah E. Peyre, Randy Sherman, Tiffany GrunwaldAbstract:Abstract Background The aim of this study was to compare the surgical knowledge of residents before and after receiving a Cognitive Task Analysis–based multimedia teaching module. Methods Ten plastic surgery residents were evaluated performing flexor tendon repair on 3 occasions. Traditional learning occurred between the first and second trial and served as the control. A teaching module was introduced as an intervention between the second and third trial using Cognitive Task Analysis to illustrate decision-making skills. Results All residents showed improvement in their decision-making ability when performing flexor tendon repair after each surgical procedure. The group improved through traditional methods as well as exposure to our talk-aloud protocol ( P > .01). After being trained using the Cognitive Task Analysis curriculum the group displayed a statistically significant knowledge expansion ( P Conclusions Residents receiving Cognitive Task Analysis–based multimedia surgical curriculum instruction achieved greater command of problem solving and are better equipped to make correct decisions in flexor tendon repair.
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Association for Surgical Education The use of a Cognitive Task Analysis- based multimedia program to teach surgical decision making in flexor tendon repair
2008Co-Authors: Kali R. Luker, Maura E. Sullivan, Sarah E. Peyre, Randy Sherman, Tiffany GrunwaldAbstract:Background: The aim of this study was to compare the surgical knowledge of residents before and after receiving a Cognitive Task Analysis– based multimedia teaching module. Methods: Ten plastic surgery residents were evaluated performing flexor tendon repair on 3 occasions. Traditional learning occurred between the first and second trial and served as the control. A teaching module was introduced as an intervention between the second and third trial using Cognitive Task Analysis to illustrate decision-making skills. Results: All residents showed improvement in their decision-making ability when performing flexor tendon repair after each surgical procedure. The group improved through traditional methods as well as exposure to our talk-aloud protocol (P .01). After being trained using the Cognitive Task Analysis curriculum the group displayed a statistically significant knowledge expansion (P .01). Conclusions: Residents receiving Cognitive Task Analysis– based multimedia surgical curriculum instruction achieved greater command of problem solving and are better equipped to make correct decisions in flexor tendon repair. © 2008 Excerpta Medica Inc. All rights reserved.
Maura E. Sullivan - One of the best experts on this subject based on the ideXlab platform.
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The use of Cognitive Task Analysis to improve instructional descriptions of procedures.
The Journal of surgical research, 2011Co-Authors: Richard E. Clark, Carla M. Pugh, Kenneth A. Yates, Kenji Inaba, Donald J. Green, Maura E. SullivanAbstract:Background Surgical training relies heavily on the ability of expert surgeons to provide complete and accurate descriptions of a complex procedure. However, research from a variety of domains suggests that experts often omit critical information about the judgments, Analysis, and decisions they make when solving a difficult problem or performing a complex Task. In this study, we compared three methods for capturing surgeons’ descriptions of how to perform the procedure for inserting a femoral artery shunt (unaided free-recall, unaided free-recall with simulation, and Cognitive Task Analysis methods) to determine which method produced more accurate and complete results. Cognitive Task Analysis was approximately 70% more complete and accurate than free-recall and or free-recall during a simulation of the procedure. Methods Ten expert trauma surgeons at a major urban trauma center were interviewed separately and asked to describe how to perform an emergency shunt procedure. Four surgeons provided an unaided free-recall description of the shunt procedure, five surgeons provided an unaided free-recall description of the procedure using visual aids and surgical instruments (simulation), and one (chosen randomly) was interviewed using Cognitive Task Analysis (CTA) methods. An 11th vascular surgeon approved the final CTA protocol. Results The CTA interview with only one expert surgeon resulted in significantly greater accuracy and completeness of the descriptions compared with the unaided free-recall interviews with multiple expert surgeons. Surgeons in the unaided group omitted nearly 70% of necessary decision steps. In the free-recall group, heavy use of simulation improved surgeons’ completeness when describing the steps of the procedure. Conclusion CTA significantly increases the completeness and accuracy of surgeons’ instructional descriptions of surgical procedures. In addition, simulation during unaided free-recall interviews may improve the completeness of interview data.
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The use of a Cognitive Task Analysis-based multimedia program to teach surgical decision making in flexor tendon repair.
American journal of surgery, 2008Co-Authors: Kali R. Luker, Maura E. Sullivan, Sarah E. Peyre, Randy Sherman, Tiffany GrunwaldAbstract:Abstract Background The aim of this study was to compare the surgical knowledge of residents before and after receiving a Cognitive Task Analysis–based multimedia teaching module. Methods Ten plastic surgery residents were evaluated performing flexor tendon repair on 3 occasions. Traditional learning occurred between the first and second trial and served as the control. A teaching module was introduced as an intervention between the second and third trial using Cognitive Task Analysis to illustrate decision-making skills. Results All residents showed improvement in their decision-making ability when performing flexor tendon repair after each surgical procedure. The group improved through traditional methods as well as exposure to our talk-aloud protocol ( P > .01). After being trained using the Cognitive Task Analysis curriculum the group displayed a statistically significant knowledge expansion ( P Conclusions Residents receiving Cognitive Task Analysis–based multimedia surgical curriculum instruction achieved greater command of problem solving and are better equipped to make correct decisions in flexor tendon repair.
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Association for Surgical Education The use of a Cognitive Task Analysis- based multimedia program to teach surgical decision making in flexor tendon repair
2008Co-Authors: Kali R. Luker, Maura E. Sullivan, Sarah E. Peyre, Randy Sherman, Tiffany GrunwaldAbstract:Background: The aim of this study was to compare the surgical knowledge of residents before and after receiving a Cognitive Task Analysis– based multimedia teaching module. Methods: Ten plastic surgery residents were evaluated performing flexor tendon repair on 3 occasions. Traditional learning occurred between the first and second trial and served as the control. A teaching module was introduced as an intervention between the second and third trial using Cognitive Task Analysis to illustrate decision-making skills. Results: All residents showed improvement in their decision-making ability when performing flexor tendon repair after each surgical procedure. The group improved through traditional methods as well as exposure to our talk-aloud protocol (P .01). After being trained using the Cognitive Task Analysis curriculum the group displayed a statistically significant knowledge expansion (P .01). Conclusions: Residents receiving Cognitive Task Analysis– based multimedia surgical curriculum instruction achieved greater command of problem solving and are better equipped to make correct decisions in flexor tendon repair. © 2008 Excerpta Medica Inc. All rights reserved.
Kali R. Luker - One of the best experts on this subject based on the ideXlab platform.
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The use of a Cognitive Task Analysis-based multimedia program to teach surgical decision making in flexor tendon repair.
American journal of surgery, 2008Co-Authors: Kali R. Luker, Maura E. Sullivan, Sarah E. Peyre, Randy Sherman, Tiffany GrunwaldAbstract:Abstract Background The aim of this study was to compare the surgical knowledge of residents before and after receiving a Cognitive Task Analysis–based multimedia teaching module. Methods Ten plastic surgery residents were evaluated performing flexor tendon repair on 3 occasions. Traditional learning occurred between the first and second trial and served as the control. A teaching module was introduced as an intervention between the second and third trial using Cognitive Task Analysis to illustrate decision-making skills. Results All residents showed improvement in their decision-making ability when performing flexor tendon repair after each surgical procedure. The group improved through traditional methods as well as exposure to our talk-aloud protocol ( P > .01). After being trained using the Cognitive Task Analysis curriculum the group displayed a statistically significant knowledge expansion ( P Conclusions Residents receiving Cognitive Task Analysis–based multimedia surgical curriculum instruction achieved greater command of problem solving and are better equipped to make correct decisions in flexor tendon repair.
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Association for Surgical Education The use of a Cognitive Task Analysis- based multimedia program to teach surgical decision making in flexor tendon repair
2008Co-Authors: Kali R. Luker, Maura E. Sullivan, Sarah E. Peyre, Randy Sherman, Tiffany GrunwaldAbstract:Background: The aim of this study was to compare the surgical knowledge of residents before and after receiving a Cognitive Task Analysis– based multimedia teaching module. Methods: Ten plastic surgery residents were evaluated performing flexor tendon repair on 3 occasions. Traditional learning occurred between the first and second trial and served as the control. A teaching module was introduced as an intervention between the second and third trial using Cognitive Task Analysis to illustrate decision-making skills. Results: All residents showed improvement in their decision-making ability when performing flexor tendon repair after each surgical procedure. The group improved through traditional methods as well as exposure to our talk-aloud protocol (P .01). After being trained using the Cognitive Task Analysis curriculum the group displayed a statistically significant knowledge expansion (P .01). Conclusions: Residents receiving Cognitive Task Analysis– based multimedia surgical curriculum instruction achieved greater command of problem solving and are better equipped to make correct decisions in flexor tendon repair. © 2008 Excerpta Medica Inc. All rights reserved.
Chinmay Gupte - One of the best experts on this subject based on the ideXlab platform.
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Trauma simulation training: a randomized controlled trial evaluating the effectiveness of the Imperial Femoral Intramedullary Nailing Cognitive Task Analysis (IFINCTA) tool
Acta orthopaedica, 2018Co-Authors: Rahul Bhattacharyya, Kapil Sugand, Rajarshi Bhattacharya, Bilal Al-obaidi, Ian Sinha, Chinmay GupteAbstract:Background and purpose — Cognitive Task Analysis (CTA) has been used extensively to train pilots and in other surgical specialties. However, the use of CTA within orthopedics is in its infancy. We ...
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Knee Arthroscopy Simulation: A Randomized Controlled Trial Evaluating the Effectiveness of the Imperial Knee Arthroscopy Cognitive Task Analysis (IKACTA) Tool.
The Journal of bone and joint surgery. American volume, 2017Co-Authors: Rahul Bhattacharyya, Donald J Davidson, Kapil Sugand, Matthew J Bartlett, Rajarshi Bhattacharya, Chinmay GupteAbstract:Background Virtual-reality and cadaveric simulations are expensive and not readily accessible. Innovative and accessible training adjuncts are required to help to meet training needs. Cognitive Task Analysis has been used extensively to train pilots and in other surgical specialties. However, the use of Cognitive Task analyses within orthopaedics is in its infancy. The purpose of this study was to evaluate the effectiveness of a novel Cognitive Task Analysis tool to train novice surgeons in diagnostic knee arthroscopy in high-fidelity, phantom-limb simulation. Methods Three expert knee surgeons were interviewed independently to generate a list of technical steps, decision points, and errors for diagnostic knee arthroscopy. A modified Delphi technique was used to generate the final Cognitive Task Analysis. A video and a voiceover were recorded for each phase of this procedure. These were combined to produce the Imperial Knee Arthroscopy Cognitive Task Analysis (IKACTA) tool that utilizes written and audiovisual stimuli to describe each phase of a diagnostic knee arthroscopy. In this double-blinded, randomized controlled trial, a power calculation was performed prior to recruitment. Sixteen novice orthopaedic trainees who performed ≤10 diagnostic knee arthroscopies were randomized into 2 equal groups. The intervention group (IKACTA group) was given the IKACTA tool and the control group had no additional learning material. They were assessed objectively (validated Arthroscopic Surgical Skill Evaluation Tool [ASSET] global rating scale) on a high-fidelity, phantom-knee simulator. All participants, using the Likert rating scale, subjectively rated the tool. Results The mean ASSET score (and standard deviation) was 19.5 ± 3.7 points in the IKACTA group and 10.6 ± 2.3 points in the control group, resulting in an improvement of 8.9 points (95% confidence interval, 7.6 to 10.1 points; p = 0.002); the score was determined as 51.3% (19.5 of 38) for the IKACTA group, 27.9% (10.6 of 38) for the control group, and 23.4% (8.9 of 38) for the improvement. All participants agreed that the Cognitive Task Analysis learning tool was a useful training adjunct to learning in the operating room. Conclusions To our knowledge, this is the first Cognitive Task Analysis in diagnostic knee arthroscopy that is user-friendly and inexpensive and has demonstrated significant benefits in training. Clinical relevance The IKACTA will provide trainees with a demonstrably strong foundation in diagnostic knee arthroscopy that will flatten learning curves in both technical skills and decision-making.