Assessing quality and resources during campus-wide simulation integration - 12/12/19
, Deborah C. Hogg a, Melanie Sulistio a, Deborah E. Farr a, Charles Ginsburg a, Oren T. Guttman b, Kim Hoggatt Krumwiede a, Kimberly A. Kho a, Joseph Martinez a, Gary Reed a, Robert V. Rege a, Dwain Thiele a, James M. Wagner a, Daniel J. Scott aAbstract |
Introduction |
Our simulation center, supported by four departments (Surgery, OB/GYN, Urology, and Anesthesiology), is accredited as a comprehensive Accredited Educational Institute (AEI) and is now expanding to accommodate all departments on campus.
Methods |
A 61-point questionnaire was administered to 44 stakeholders, representing all of UME and GME. Data were compared for AEI vs. non-AEI activities.
Results |
Responses were collected from all 44 groups (100% response rate). Overall, 43 simulation activities were hosted within the AEI and 40 were hosted by non-AEI stakeholders. AEI activities were more likely to be mandatory (93% vs. 75%, p = 0.02), have written learning objectives (79% vs 43%, p < 0.001), and use validated assessment metrics (33% vs. 13%, p = 0.03).
Conclusion |
These data suggest that the AEI courses are more robust in terms of structured learning and assessment compared to non-AEI courses. Campus-wide application of uniform quality standards is anticipated to require significant faculty, course, and program development.
Le texte complet de cet article est disponible en PDF.Highlights |
• | Simulation in medical education is widespread across UME and GME. |
• | Certification by the AEI program appears to improve quality of simulation activities. |
• | Simulation courses should be offered according to uniform standards. |
Keywords : Simulation, Accredited Educational Institute, Integration, Education
Plan
Vol 219 - N° 1
P. 33-37 - janvier 2020 Retour au numéro
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