Evaluation of Technical Competency in Healthcare Simulation (E-TeCHS) tool: a modified Delphi study

Abstract

BackgroundGraduates of simulation fellowship programmes are expected to have the ability to perform a variety of simulation specific skills at the time of graduation. Currently, simulation fellowship directors have access to tools to assess the ability of a fellow to debrief learners. However, there is no tool to assess a simulation fellow’s competency in technical skills. The purpose of our manuscript was to develop and obtain content validation of a novel instrument designed to assess a simulation fellow’s ability to perform the five core simulation technical skills.MethodsThe study protocol was based on a methodology for content validation of curriculum consensus guidelines. This approach involves a three-step process, which includes the initial delineation of the curricular content. This was then followed by the validation of the curricular content using survey methodology and lastly obtaining consensus on modifications using Delphi methodology.ResultsTwo rounds of modified Delphi methodology were performed. Seventy-four respondents provided feedback on the round 1 survey and 45 respondents provided feedback on round 2. The final assessment tool has five elements and 16 subitems with four optional subitems.ConclusionThe Evaluation of Technical Competency in Healthcare Simulation tool provides an instrument developed from a national consensus of content experts. This tool provides simulation fellowship directors a method to evaluate fellows’ competency in technical skills.

Development of a simulation technical competence curriculum for medical simulation fellows

“…Many fellowship programs preach deliberate practice and mastery learning to their learners that come through their labs yet continue to train their fellows in an apprenticeship model where the fellows inconsistently participate, get haphazard formative feedback, are infrequently formally trained, and rarely administered summative tests [ 6 , 7 ]. As a result, the simulation literature regarding curriculum development and research in this particular area of simulation is very limited.…”

“…Simulation fellowship graduates (hereby called fellowship graduates) acquire the ability to handle basic and common troubleshooting issues with simulation software, hardware, and equipment setup. This is only one skill set that distinguishes fellowship graduates from clinical faculty who utilize simulation with no formal training [ 7 , 8 ]. This training quickly puts fellowship graduates at the same ability of those simulation pioneers who acquired their skills through experiential, on-the-job learning, and often by trial and error before formal training was available.…”

“…Simulation technology specialists, or "sim techs, " provide expertise in the setup, execution, and troubleshooting of high-quality simulation training events, which permits the faculty to focus on case-flow, learner assessment, and debriefing [10]. Fellowship graduates are expected to have an advanced skill set to concordantly manage the education, run simulators, and address common equipment issues [5][6][7]11].…”

Accreditation of Simulation Fellowships and Training Programs

“…Currently, training programs do find challenges in competencies, such as scholarship, administration, measurement of outcomes, and assessment of their trainees. 14,17,32,[34][35][36] However, it would be unfair to offer up accreditation as the remedy without the prerequisite existence of expert consensus guidelines on fundamental areas, such as curricular objectives, implementation strategies, and assessment. 14,32 A direct path for accreditation to solve these issues is absent.…”