Designing simulator-based training: An approach integrating cognitive task analysis and four-component instructional design

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Title:	Designing simulator-based training: An approach integrating cognitive task analysis and four-component instructional design
Author(s):	Tjiam, I.M.; Schout, B.M.; Hendrikx, A.J.M.; Scherpbier, A.J.J.A.; Witjes, J.A. ; Van Merrienboer, J.J.
Publication year:	2012
Source:	Medical Teacher, vol. 34, iss. 10, (2012), pp. e698-707
ISSN:	0142-159X
DOI:	https://doi.org/10.3109/0142159X.2012.687480
Publication type:	Article / Letter to editor
Please use this identifier to cite or link to this item : https://hdl.handle.net/2066/110834
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Subject:	NCEBP 1: Molecular epidemiology ONCOL 3: Translational research ONCOL 4: Quality of Care ONCOL 5: Aetiology, screening and detection ONCOL 5: Aetiology, screening and detection
Organization:	Urology
Journal title:	Medical Teacher
Volume:	vol. 34
Issue:	iss. 10
Page start:	p. e698
Page end:	p. 707
Abstract:	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.