Chiu Michelle, Posner Glenn, Humphrey-Murto Susan
Department of Anesthesiology, University of Ottawa ; Department of Innovation in Medical Education, University of Ottawa ; Department of Pain Medicine, University of Ottawa.
Department of Innovation in Medical Education, University of Ottawa.
Cureus. 2017 Jan 27;9(1):e1002. doi: 10.7759/cureus.1002.
Simulation-based education has gained popularity, yet many faculty members feel inadequately prepared to teach using this technique. Fellowship training in medical education exists, but there is little information regarding simulation or formal educational programs therein. In our institution, simulation fellowships were offered by individual clinical departments. We recognized the need for a formal curriculum in educational theory. Kern's approach to curriculum development was used to develop, implement, and evaluate the Foundational Elements of Applied Simulation Theory (FEAST) curriculum. Needs assessments resulted in a 26-topic curriculum; each biweekly session built upon the previous. Components essential to success included setting goals and objectives for each interactive session and having dedicated faculty, collaborative leadership and administrative support for the curriculum. Evaluation data was collated and analyzed annually via anonymous feedback surveys, focus groups, and retrospective pre-post self-assessment questionnaires. Data collected from 32 fellows over five years of implementation showed that the curriculum improved knowledge, challenged thinking, and was excellent preparation for a career in simulation-based medical education. Themes arising from focus groups demonstrated that participants valued faculty expertise and the structure, practicality, and content of the curriculum. We present a longitudinal simulation educator curriculum that adheres to a well-described framework of curriculum development. Program evaluation shows that FEAST has increased participant knowledge in key areas relevant to simulation-based education and that the curriculum has been successful in meeting the needs of novice simulation educators. Insights and practice points are offered for educators wishing to implement a similar curriculum in their institution.
基于模拟的教育已越来越受欢迎，但许多教员认为自己没有充分准备好使用这种技术进行教学。医学教育领域存在进修培训，但关于模拟或其中正式教育项目的信息却很少。在我们机构，模拟进修项目由各个临床科室提供。我们认识到需要一个关于教育理论的正式课程。采用克恩的课程开发方法来开发、实施和评估应用模拟理论基础要素（FEAST）课程。需求评估产生了一个包含26个主题的课程；每两周一次的课程都建立在前一次的基础上。成功的关键要素包括为每个互动课程设定目标，拥有专门的教员、协作式领导以及对该课程的行政支持。每年通过匿名反馈调查、焦点小组和回顾性前后自我评估问卷对评估数据进行整理和分析。在五年的实施过程中从32名学员收集的数据表明，该课程提高了知识水平，激发了思维，并且为基于模拟的医学教育职业生涯提供了出色的准备。焦点小组提出的主题表明，参与者重视教员的专业知识以及课程的结构、实用性和内容。我们展示了一个遵循详细课程开发框架的纵向模拟教育者课程。项目评估表明，FEAST增加了参与者在与基于模拟的教育相关关键领域的知识，并且该课程成功满足了新手模拟教育者的需求。为希望在其机构实施类似课程的教育工作者提供了见解和实践要点。
