Chaplin Timothy, Egan Rylan, Cofie Nicholas, Gu Jeffrey Jj, McColl Tamara, Thoma Brent
Emergency Medicine, Queen's University, Kingston, CAN.
Medical Education and Simulation, Queen's University, Kingston, CAN.
Cureus. 2018 Nov 14;10(11):e3593. doi: 10.7759/cureus.3593.
Competency-based curricula require the development of novel simulation-based programs focused on the assessment of entrustable professional activities. The design and delivery of simulation-based programs are labor-intensive and expensive. Furthermore, they are often developed by individual programs and are rarely shared between institutions, resulting in duplicate efforts and the inefficient use of resources. The purpose of this study is to demonstrate the feasibility of implementing a previously developed simulation-based curriculum at a second institution. We sought to demonstrate comparable program-level outcomes between our two study sites. A multi-disciplinary, simulation-based, resuscitation skills training curriculum developed at Queen's University was implemented at the University of Saskatchewan. Standardized simulation cases, assessment tools, and program evaluation instruments were used at both institutions. Across both sites, 87 first-year postgraduate medical trainees from 14 different residency programs participated in the course and the related research. A total of 226 simulated cases were completed in over 80 sessions. Program evaluation data demonstrated that the instructor experience and learner experience were consistent between sites. The average confidence score (on a 5-point scale) across sites for resuscitating acutely ill patients was 3.14 before the course and 4.23 ( < 0.001) after the course. We have described the successful implementation of a previously developed simulation-based resuscitation curriculum at a second institution. With the growing need for competency-based instructional methods and assessment tools, we believe that programs will benefit from standardizing and sharing simulation resources rather than developing curricula de novo.
基于能力的课程要求开发专注于评估可托付专业活动的新型模拟课程。基于模拟的课程的设计和实施既耗费人力又成本高昂。此外，它们通常由个别课程开发，很少在机构之间共享，导致工作重复和资源利用效率低下。本研究的目的是证明在第二个机构实施先前开发的基于模拟的课程的可行性。我们试图证明我们两个研究地点在课程层面的结果具有可比性。女王大学开发的一门多学科、基于模拟的复苏技能培训课程在萨斯喀彻温大学实施。两个机构都使用了标准化模拟病例、评估工具和课程评估仪器。在两个地点，来自14个不同住院医师培训项目的87名一年级医学研究生参加了该课程及相关研究。在80多节课程中总共完成了226个模拟病例。课程评估数据表明，各地点之间的教师体验和学习者体验是一致的。在课程前，各地点对急性病患者进行复苏的平均信心评分（5分制）为3.14，课程后为4.23（<0.001）。我们描述了在第二个机构成功实施先前开发的基于模拟的复苏课程的情况。随着对基于能力的教学方法和评估工具的需求不断增加，我们相信各课程将从标准化和共享模拟资源中受益，而不是重新开发课程。
