Development of a simulation technical competence curriculum for medical simulation fellows
Abstract Background and needs Medical educators with simulation fellowship training have a unique skill set. Simulation fellowship graduates have the ability to handle basic and common troubleshooting issues with simulation software, hardware, and equipment setup. Outside of formal training programs...
| Main Authors: | , , , , , , , , , , , |
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| Format: | Article |
| Language: | English |
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BMC
2022-08-01
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| Series: | Advances in Simulation |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s41077-022-00221-4 |
| _version_ | 1811215596348506112 |
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| author | Rami A. Ahmed Dylan Cooper Chassity L. Mays Chris M. Weidman Julie A. Poore Anna M. Bona Lauren E. Falvo Malia J. Moore Sally A. Mitchell Tanna J. Boyer S. Scott Atkinson Johnny F. Cartwright |
| author_facet | Rami A. Ahmed Dylan Cooper Chassity L. Mays Chris M. Weidman Julie A. Poore Anna M. Bona Lauren E. Falvo Malia J. Moore Sally A. Mitchell Tanna J. Boyer S. Scott Atkinson Johnny F. Cartwright |
| author_sort | Rami A. Ahmed |
| collection | DOAJ |
| description | Abstract Background and needs Medical educators with simulation fellowship training have a unique skill set. Simulation fellowship graduates have the ability to handle basic and common troubleshooting issues with simulation software, hardware, and equipment setup. Outside of formal training programs such as this, simulation skills are inconsistently taught and organically learned. This is important to address because there are high expectations of medical educators who complete simulation fellowships. To fill the gap, we offer one way of teaching and assessing simulation technical skills within a fellowship curriculum and reflect on lessons learned throughout the process. This report describes the instructional designs, implementation, and program evaluation of an educational intervention: a simulation technology curriculum for simulation fellows. Curriculum design The current iteration of the simulation technical skill curriculum was introduced in 2018 and took approximately 8 months to develop under the guidance of expert simulation technology specialists, simulation fellowship-trained faculty, and simulation center administrators. Kern’s six steps to curriculum development was used as the guiding conceptual framework. The curriculum was categorized into four domains, which emerged from the outcome of a qualitative needs assessment. Instructional sessions occurred on 5 days spanning a 2-week block. The final session concluded with summative testing. Program evaluation Fellows were administered summative objective structured exams at three stations. The performance was rated by instructors using station-specific checklists. Scores approached 100% accuracy/completion for all stations. Conclusions The development of an evidence-based educational intervention, a simulation technical skill curriculum, was highly regarded by participants and demonstrated effective training of the simulation fellows. This curriculum serves as a template for other simulationists to implement formal training in simulation technical skills. |
| first_indexed | 2024-04-12T06:25:18Z |
| format | Article |
| id | doaj.art-d2f0898bd4a44b69abc026395d49359d |
| institution | Directory Open Access Journal |
| issn | 2059-0628 |
| language | English |
| last_indexed | 2024-04-12T06:25:18Z |
| publishDate | 2022-08-01 |
| publisher | BMC |
| record_format | Article |
| series | Advances in Simulation |
| spelling | doaj.art-d2f0898bd4a44b69abc026395d49359d2022-12-22T03:44:11ZengBMCAdvances in Simulation2059-06282022-08-017111110.1186/s41077-022-00221-4Development of a simulation technical competence curriculum for medical simulation fellowsRami A. Ahmed0Dylan Cooper1Chassity L. Mays2Chris M. Weidman3Julie A. Poore4Anna M. Bona5Lauren E. Falvo6Malia J. Moore7Sally A. Mitchell8Tanna J. Boyer9S. Scott Atkinson10Johnny F. Cartwright11Division of Simulation, Department of Emergency Medicine, Indiana University School of MedicineDivision of Simulation, Department of Emergency Medicine, Indiana University School of MedicineIndiana University School of NursingIndiana University School of MedicineIndiana University School of NursingDivision of Simulation, Department of Emergency Medicine, Indiana University School of MedicineDivision of Simulation, Department of Emergency Medicine, Indiana University School of MedicineDivision of Simulation, Department of Emergency Medicine, Indiana University School of MedicineDepartment of Anesthesiology, Indiana University School of MedicineDepartment of Anesthesiology, Indiana University School of MedicineLevel 3 HealthcareDepartment of Anesthesiology, Indiana University School of MedicineAbstract Background and needs Medical educators with simulation fellowship training have a unique skill set. Simulation fellowship graduates have the ability to handle basic and common troubleshooting issues with simulation software, hardware, and equipment setup. Outside of formal training programs such as this, simulation skills are inconsistently taught and organically learned. This is important to address because there are high expectations of medical educators who complete simulation fellowships. To fill the gap, we offer one way of teaching and assessing simulation technical skills within a fellowship curriculum and reflect on lessons learned throughout the process. This report describes the instructional designs, implementation, and program evaluation of an educational intervention: a simulation technology curriculum for simulation fellows. Curriculum design The current iteration of the simulation technical skill curriculum was introduced in 2018 and took approximately 8 months to develop under the guidance of expert simulation technology specialists, simulation fellowship-trained faculty, and simulation center administrators. Kern’s six steps to curriculum development was used as the guiding conceptual framework. The curriculum was categorized into four domains, which emerged from the outcome of a qualitative needs assessment. Instructional sessions occurred on 5 days spanning a 2-week block. The final session concluded with summative testing. Program evaluation Fellows were administered summative objective structured exams at three stations. The performance was rated by instructors using station-specific checklists. Scores approached 100% accuracy/completion for all stations. Conclusions The development of an evidence-based educational intervention, a simulation technical skill curriculum, was highly regarded by participants and demonstrated effective training of the simulation fellows. This curriculum serves as a template for other simulationists to implement formal training in simulation technical skills.https://doi.org/10.1186/s41077-022-00221-4Simulation fellowSimulation technical competenceCHSOSSim techSimulation technology specialistSummative assessment |
| spellingShingle | Rami A. Ahmed Dylan Cooper Chassity L. Mays Chris M. Weidman Julie A. Poore Anna M. Bona Lauren E. Falvo Malia J. Moore Sally A. Mitchell Tanna J. Boyer S. Scott Atkinson Johnny F. Cartwright Development of a simulation technical competence curriculum for medical simulation fellows Advances in Simulation Simulation fellow Simulation technical competence CHSOS Sim tech Simulation technology specialist Summative assessment |
| title | Development of a simulation technical competence curriculum for medical simulation fellows |
| title_full | Development of a simulation technical competence curriculum for medical simulation fellows |
| title_fullStr | Development of a simulation technical competence curriculum for medical simulation fellows |
| title_full_unstemmed | Development of a simulation technical competence curriculum for medical simulation fellows |
| title_short | Development of a simulation technical competence curriculum for medical simulation fellows |
| title_sort | development of a simulation technical competence curriculum for medical simulation fellows |
| topic | Simulation fellow Simulation technical competence CHSOS Sim tech Simulation technology specialist Summative assessment |
| url | https://doi.org/10.1186/s41077-022-00221-4 |
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