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Updated: Sep 20, 2025
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Practical Methodology of Cognitive Tasks Within a Navigational Assessment
Published on: June 1, 2015
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Teaching and Assessing Cognitive Competencies in Aesthetic and Plastic Surgery
Becher Al-Halabi1, Melina Vassiliou1, Mirko Gilardino1
1From the Division of Plastic and Reconstructive Surgery and Department of Surgery, McGill University Health Centre.
Plastic and Reconstructive Surgery
|June 10, 2022
Summary
This study compares cognitive models for breast augmentation and flexor tendon repair to define essential cognitive competencies in plastic surgery for improved training and assessment.
Area of Science:
- Surgical Education
- Cognitive Science
- Plastic Surgery
Background:
- Cognition is crucial for surgical competence, involving planning, error prevention, and skill orchestration.
- Understanding expert mental processes is essential for teaching surgical competencies.
- This study focuses on cognitive models in plastic surgery.
Purpose of the Study:
- To analyze and compare mental models of breast augmentation and flexor tendon repair.
- To develop a framework for defining cognitive competencies in plastic surgery.
- To guide the teaching and assessment of cognitive skills in surgery.
Main Methods:
- Cognitive task analyses, literature review, and field observations were used.
- Task lists were created for each procedure.
- Fuzzy logic cognitive maps developed two mental models for analysis.
Main Results:
- Five cognitive competency domains identified: situation awareness, decision-making, task management, leadership, and teamwork.
- Differences in decision-making processes between elective and trauma settings were noted.
- A framework for mapping cognitive competencies in surgical care was synthesized.
Conclusions:
- Comparative analysis of mental models defines cognitive competencies in plastic surgery.
- The study provides a framework for teaching and assessing these competencies.
- Understanding cognitive processes is key to enhancing surgical training.
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