Problem: Medical education is shifting to competency based training focusing on 13 Core EPA's for Entering Residency. In response, UME leaders are reforming curricula to focus on Competency Based Education (CBE), and many institutions are choosing to incorporate Simulation Based Educations (SBE) into these efforts. Guidance for institutions planning comprehensive reform and simulation integration is limited. The purpose of this paper is to describe the experience at one medical school attempting to align a new UME curriculum and a new simulation center using CBE principles. Approach: As part of a UME curriculum redesign, the University of Texas Southwestern took two major actions. First, they secured funding to build a campus wide simulation center to host large-scale, high-quality simulation activities. Second, they formed a simulation planning committee to coordinate existing simulation activities and develop new activities to integrate into the new curriculum. This committee chose to use EPAs as an organizing framework. Outcome: The simulation planning committee carefully identified 25 simulation activities that would effectively target core EPAs, while also complementing existing UME courses. The committee identified a director and codirector for each activity and established standard elements that would be common to all simulation activities. Learners' progress through each activity is tracked and verified in a comprehensive portfolio. Next Steps: Throughout the academic year, data will be collected for each simulation activity according to uniform metrics. These data will be used to inform the committee's decisions to continue, modify, or discontinue certain activities for future cohorts of students.
ProblemCompetency-Based (CBE) and Simulation-Based (SBE) Education are related, coincident movements in the modern education of health care providers. The health science education literature is rife with innovation reports, reviews, and studies of various experiences with incorporating aspects of CBE and SBE into existing curricula.
This project is pioneering in terms of its purpose - the definition of quality standards for AITCs - and for the use of structured participation techniques - a combination of the RAND/UCLA and Delphi methods. The results, together with some minimum standards for quality and safety in administering AIT, is a set of quality criteria for AITC accreditation supported by a broad panel of SEAIC experts.
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