Post Procedural Cognitive Load Measurement with Immediate Feedback to Guide Curriculum Development

Abstract Background Methods to assess competency in cardiothoracic training are essential. Here, we report a system that allows us to better assess competency from the perspective of both the trainee and educator. We hypothesized that post-procedural cognitive burden measurement (by the trainee) with immediate feedback (from educator) could aid in identifying barriers to the acquisition of skills and knowledge so that training curricula can be individualized. Methods The NASA-TLX (National Aeronautics and Space Administration Task Load Index), a validated instrument to measure cognitive load, was administered with an online platform following bronchoscopy, esophagogastroduodenoscopy (EGD), and video-assisted thoracoscopic surgery (VATS) for 11 residents. Immediate post-procedure feedback and standardized debriefing occurred for each procedure. Results Mean NASA-TLX scores were highest (indicating greater cognitive load) for EGD and VATS (p Conclusions Longitudinal assessment of cognitive load in combination with post-procedural feedback identified barriers to skill acquisition for both residents and educators. This information allows for individualized rotation development as a step towards a competency-based curriculum.