UNIT 5 – Evaluation Methods in Simulation

Welcome to Unit 5 on the Evaluation Methods in Simulation. Medical simulation is a powerful method both for training and assessing healthcare professionals in various domains and contexts. However, using simulation for evaluation purposes requires careful planning, design, and implementation to ensure validity, reliability, and fairness. This unit provides an overview of the key principles and practices for conducting simulation-based assessment in healthcare.

Contents

The contents of this unit will be presented as follows:

Presentations:

• Assessment in simulation (40 min)

Reading

• Different aspects of assessment in SBME
• Advantages of OSCE Evaluation Method

Bibliography

Issenberg, S. B., McGaghie, W. C., Petrusa, E. R., Lee Gordon, D., & Scalese, R. J. (2005). Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Medical teacher, 27(1), 10-28.

McGaghie, W. C., Issenberg, S. B., Cohen, E. R., Barsuk, J. H., & Wayne, D. B. (2011). Does simulation-based medical education with deliberate practice yield better results than traditional clinical education? A meta-analytic comparative review of the evidence. Academic Medicine, 86(6), 706-711.

Dieckmann, P., Gaba, D., & Rall, M. (2007). Deepening the theoretical foundations of patient simulation as social practice. Simulation in Healthcare, 2(3), 183-193

Van der Vleuten, C. P. M., Schuwirth, L. W. T., Driessen, E. W., Govaerts, M. J. B., & Heeneman, S. (2010). 12 Tips for programmatic assessment. Medical Teacher, 32(6), 482-485.

Rudolph, J. W., Simon, R., Dufresne, R. L., & Raemer, D. B. (2007). There’s no such thing as “nonjudgmental” debriefing: A theory and method for debriefing with good judgment.

Yardley, S., & Teunissen, P. W. (2017). Kirkpatrick’s levels and education ‘evidence’. Medical education, 51(5), 498-502.

Motola, I., Devine, L. A., Chung, H. S., Sullivan, J. E., & Issenberg, S. B. (2013). Simulation in healthcare education: A best evidence practical guide. AMEE Guide No. 82. Medical Teacher, 35(10), e1511-e1530

Ziv, A., Wolpe, P. R., Small, S. D., & Glick, S. (2003). Simulation-based medical education: An ethical imperative. Simulation in Healthcare, 1(4), 252-256.

Harden, R. M., Stevenson, M., Downie, W. W., & Wilson, G. M. (1975). Assessment of clinical competence using objective structured examination. BMJ, 1(5955), 447-451.

[Maran, N. J., & Glavin, R. J. (2003). Low- to high-fidelity simulation – a continuum of medical education?. Medical education, 37, 22-28.

Brett-Fleegler, M., Rudolph, J., Eppich, W., Monuteaux, M., Fleegler, E., Cheng, A., & Simon, R. (2012). Debriefing Assessment for Simulation in Healthcare: development and psychometric properties. Simulation in Healthcare, 7(5), 288-294.

Cook, D. A., Brydges, R., Ginsburg, S., & Hatala, R. (2015). A contemporary approach to validity arguments: a practical guide to Kane’s framework. Medical Education, 49(6), 560-575 https://doi.org/10.1111/medu.12678

[Brennan, R. L. (2001). Generalizability theory. Springer-Verlag.