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Updated: Oct 30, 2025

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Postprocedural Cognitive Load Measurement With Immediate Feedback to Guide Curriculum Development.

Lauren V Huckaby1, Anthony R Cyr1, Robert M Handzel1

  • 1Department of Surgery, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania.

The Annals of Thoracic Surgery
|July 2, 2021
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Summary
This summary is machine-generated.

Assessing cognitive load and providing feedback in cardiothoracic surgery training helps identify skill acquisition barriers. This approach enables individualized curricula and improves trainee competency.

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Area of Science:

  • Medical Education
  • Surgical Training
  • Competency Assessment

Background:

  • Effective assessment of cardiothoracic surgical training competency is crucial.
  • A novel system combining trainee self-assessment of cognitive burden and educator feedback was developed.
  • The hypothesis was that this system would identify barriers to skill acquisition for personalized training.

Purpose of the Study:

  • To evaluate a system for assessing competency in cardiothoracic training.
  • To determine if postprocedural cognitive burden measurement and immediate feedback aid in identifying training barriers.
  • To facilitate individualized training curricula based on identified needs.

Main Methods:

  • The National Aeronautics and Space Administration Task Load Index (NASA-TLX) was used to measure cognitive load post-procedure.
  • The NASA-TLX was administered via an online platform after bronchoscopy, esophagogastroduodenoscopy, and video-assisted thoracoscopic surgery.
  • Trainees (residents) received immediate postprocedure feedback and standardized debriefing from educators.

Main Results:

  • Cognitive load was highest for esophagogastroduodenoscopy and video-assisted thoracoscopic surgery.
  • Mental demand was significantly higher for video-assisted thoracoscopic surgery, while physical demand was highest for esophagogastroduodenoscopy.
  • Cognitive burden decreased with increased procedural experience, and trainees reported improved competency and preparedness.

Conclusions:

  • Longitudinal assessment of cognitive load with feedback effectively identifies barriers to skill acquisition for trainees and educators.
  • This data supports the development of individualized rotations within a competency-based curriculum.
  • The system facilitates personalized training, enhancing the overall educational experience and outcomes.