Cognitive task analysis for expert-based instruction in healthcare

Handbook of Research on Educational Communications and Technology: Fourth Edition

Volumn , Issue , 2014, Pages 541-551

  Clark, Richard ^a  

^a UNIVERSITY OF SOUTHERN CALIFORNIA   (United States)

Author keywords

Cognitive task analysis; Decision making; Expertise; Front end analysis; Instructional design; Simulation; Training

Indexed keywords

EID: 84900498331     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1007/978-1-4614-3185-5_42     Document Type: Chapter

References (41)

1. Besnard, D. (2000). Expert error: The case of trouble-shooting in electronics. Lecture notes in computer science, 2000 (pp. 74-85). Rotterdam: Springer.
2. Campbell, J., Tiraplle, L., Yates, K., Clark, R. E., Inaba, K., Green, D., et al. (2011). The effectiveness of cognitive task analysis informed curriculum to increase self-efficacy and improve performance for an open cricothyrotomy. Journal of Surgical Education, 68(5), 403-407.
3. Cen, H., Koedinger, K. R., & Junker, B. (2007). Is over practice necessary? Improving learning efficiency with educational data mining. In R. Luckin, K. R. Koedinger, & J. Greer (Eds.), Proceedings of the 2007 conference on artificial intelligence in education: Building technology rich learning contexts that work, (pp. 511-518). Amsterdam: Ios Press.
4. Chao, C.-J., & Salvende, G. (1994). Percentage of procedural knowledge acquired as a function of the number of experts from whom knowledge is acquired for diagnosis, debugging and interpretation tasks. International Journal of Human Computer Interaction, 6(3), 221-233.
5. Clark, R. E. (2004). Design document for a guided experiential learning course. Final report on TRADOC contract DAAD 19-99-D-0046-0004. Los Angeles, CA: Institute for Creative Technology and the Rossier School of Education. Retrieved from http://www.cogtech.usc.edu/publications/clark_gel.pdf.
6. Clark, R. E. (2006). Not knowing what we don't know: Reframing the importance of automated knowledge for educational research. In G. Clarebout & J. Elen (Eds.), Avoiding simplicity, confronting complexity: Advances in studying and designing powerful learning environments, (pp. 3-15). Rotterdam: Sense Publishers.
7. Clark, R. E., & Elen, J. (2006). When less is more: Research and theory insights about instruction for complex learning. In J. Elen & R. E. Clark (Eds.), Handling complexity in learning environments: Research and theory, (pp. 283-297). Oxford: Elsevier Science Limited.
8. Clark, R. E., & Estes, F. (1996) Cognitive task analysis. International Journal of Educational Research, 25(5), 403-417.
9. Clark, R. E., Feldon, D., vanMerrienboer, J., Yates, K., & Early, S. (2008). Cognitive task analysis.. In J. M. Spector, M. D. Merrill, J. J. G. van Merrienboër, & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology (3rd ed., pp. 577-593). Mahwah, NJ: Lawrence Erlbaum Associates.
10. Clark, R. E., Yates, K., Early, S., & Moulton, K. (2010). An analysis of the failure of electronic media and discovery-based learning: Evidence for the performance benefits of guided training methods.. In K. H. Silber & R. Foshay (Eds.), Handbook of training and improving workplace performance (Instructional design and training delivery, Vol. I, pp. 263-297). New York, NY: John Wiley and Sons.
11. Crandall, B., & Gamblian, V. (1991). Guide to early sepsis assessment in the NICU. Fairborn, OH: Klein Associates.
12. Crandall, B., & Gretchell-Leiter, K. (1993). Critical decision method: A technique for eliciting concrete assessment indicators from the "intuition" of NICU nurses. Advances in Nursing Science, 16(1), 42-51.
13. Ericsson, K. A. (2004). Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains. Academic Medicine, 79 (10), S70-S81.
14. Ericsson, K. A., & Charness, N. (1994). Expert performance: Its structure and acquisition. American Psychologist, 49(8), 725-747.
15. Feldon, D. F. (2004). Inaccuracies in expert self - report: Errors in the description of strategies for designing psychology experiments. Unpublished doctoral dissertation presented. Faculty of the Rossier School of Education, University of Southern California, Los Angeles.
16. Gilbreth, F. B., & Gilbreth, L. M. (1919). Fatigue study. New York, NY: Macmillan.
17. Gladwell, M. (2005). Blink: The power of thinking without thinking. New York, NY: Little Brown and Company.
18. Glaser, R., Lesgold, A., Lajoie, S., Eastman, R., Greenberg, L., Logan, D., et al., (1985). Cognitive task analysis to enhance technical skills training and assessment. (Final Report to the Air Force Human Resources Laboratory on Contract No. F41689-8v3-C-0029.) Pittsburgh, PA: Learning Research and Development Center, University of Pittsburgh.
19. Halfer, D., & Graf, E. (2008). Graduate nurse perceptions of the work experience. Nursing Economics, 24(3), 150-155.
20. Hall, E. M., Gott, S., & Pokorny, R. A. (1995). A procedural guide to cognitive task analysis: The PARI methodology. Brooks Air Force Base, TX: Manpower and Personnel Division, U.S. Air Force.
21. Hoffman, R. R., & Militello, L. G. (2009). Perspectives on cognitive task analysis: Historical origins and modern communities of practice. New York, NY: Psychology Press.
22. Hunt, E., & Joslyn, S. (2000). A functional task analysis of time-pressured decision-making. In J. M. Schraagen, S. F. Chipman, & V. L. Shalin (Eds.), Cognitive task analysis, (pp. 119-132). Mahwah, NJ: Lawrence Erlbaum Associates.
23. Klein, G. A., Calderwood, R., & Macgregor, D. (1989). Critical decision method for eliciting knowledge. IEEE Transactions on Systems, Man, and Cybernetics, 19(3), 462-472.
24. Lee, R. L. (2004). The impact of cognitive task analysis on performance: A meta-analysis of comparative studies. Unpublished doctoral dissertation. University of Southern California, Los Angeles.
25. Maupin, F. G. (2004). Comparing cognitive task analysis to behavior task analysis in training first year interns to place central venous catheters. Unpublished doctoral dissertation. Rossier School of Education, University of Southern California, Los Angeles.
26. Merrill, M. D. (2002a). First principles of instruction. Educational Technology Research and Development, 50(3), 43-59.
27. Merrill, M. D. (2002b). A pebble-in-the-pond model for instructional design. Performance Improvement, 41(7), 39-44.
28. Merrill, M. D. (2006). Hypothesized performance on complex tasks as a function of scaled instructional strategies. In J. Elen & R. E. Clark (Eds.), Handling complexity in learning environments: Research and theory, (pp. 265-281). Oxford: Elsevier Science Limited.
29. Mislevy, R. J., Breyer, F. J., Almond, R. G., & Johnson, L. (1998). A cognitive task analysis with implications for designing simulation - based performance assessment. National Center for Research on Evaluation, Standards and Student Testing (CRESST). Los Angeles: University of California, Los Angeles.
30. Schneider, W., & Shiffrin, R. M. (1977). Controlled and automatic human information processing: 1. Detection, search, and attention. Psychological Review, 84, 1-66.
31. Schraagen, J. M., Chipman, S. F., & Shalin, V, L. (2000). Cognitive task analysis. Mahwah, NJ: Lawrence Erlbaum Associates.
32. Tofel-Grehl, C., & Feldon, D. F. (2013). Cognitive task analysis-based training: A meta-analysis of studies. Journal of Cognitive Engineering and Decision Making, 7 (2).
33. Velmahos, G. C., Toutouzas, K. G., Sillin, L. F., Chan, L., Clark, R. E., & Theodorou, D., et al. (2004). Cognitive task analysis for teaching technical skills in an inanimate surgical skills laboratory. The American Journal of Surgery, 18, 114-119.
34. Wegner, D. M. (2002). The illusion of conscious will. Cambridge, MA: MIT Press.
35. Wei, J., & Salvendy, G. (2004). The cognitive task analysis methods for job and task design: Review and reappraisal. Behaviour and Information Technology, 23(4), 273-299.
36. Wheatley, T., & Wegner, D. M. (2001). Automaticity in action. In N. J. Smelser & P. B. Baltes (Eds.), International encyclopedia of the social and behavioral sciences (pp. 991-993). London: Pergamon.
37. Workforce Connections Inc. (2011) Business Survey Outcomes. Retrieved from http://www.workforceconnections.org/Business%20Survey%20Outcome%20REPORT%20Final.pdf.
38. Yates, K. A. & Feldon, D. F. (2007). Towards a Taxonomy of Cognitive Task Analysis Methods: A search for cognition and task analysis interactions. Unpublished doctoral dissertation. Rossier School of Education, University of Southern California, Los Angeles.
39. Yates, K. A., & Feldon, D. F. (2008, April). Towards a taxonomy of cognitive task analysis methods for instructional design: Interactions with cognition. Paper presented at the Annual Meeting of the American Educational Research Association, New York City, New York.
40. Yates, K. A., & Feldon, D. F. (2011). Advancing the practice of cognitive task analysis: A call for taxonomic research. Theoretical Issues in Ergonomics Science, 12(6), 472-495.
41. Yates, K. A., Sullivan, M., & Clark, R. E. (2012). Integrated studies in the use of cognitive task analysis to capture surgical expertise for central venous catheter placement and open cricothyrotomy. American Journal of Surgery, 1-5.