Key result
Integrating cognitive task analysis with the four-component instructional design model successfully yielded a comprehensive blueprint for simulator-based nephrostomy training.
Integrating cognitive task analysis with the 4 C/ID model provides a structured, theory-driven approach to designing simulator-based surgical skills training that incorporates both psychomotor and cognitive elements.
May inform simulator-based procedural training design; leaves open validation of skill transfer and clinical outcomes.
Most studies of simulator-based surgical skills training have focused on the acquisition of psychomotor skills, but surgical procedures are complex tasks requiring both psychomotor and cognitive skills. As skills training is modelled on expert performance consisting partly of unconscious automatic processes that experts are not always able to explicate, simulator developers should collaborate with educational experts and physicians in developing efficient and effective training programmes. This article presents an approach to designing simulator-based skill training comprising cognitive task analysis integrated with instructional design according to the four-component/instructional design model. This theory-driven approach is illustrated by a description of how it was used in the development of simulator-based training for the nephrostomy procedure.
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Tjiam et al. (2012) studied Nephrostomy procedure training (n=10). Cognitive task analysis integrated with four-component instructional design was evaluated on Development of a training blueprint. Integrating cognitive task analysis with the four-component instructional design model successfully yielded a comprehensive blueprint for simulator-based nephrostomy training.
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