Role of Simulation in US Physician Licensure and Certification

Levine, Adam I.; Schwartz, Andrew D.; Bryson, Ethan O.; DeMaría, Samuel

doi:10.1002/msj.21291

Cited by 60 publications

(33 citation statements)

References 57 publications

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“…[19,20] It might be integrated into the formal curriculum of the specialist training for emergency physicians in Hong Kong in the future as it has already been incorporated in some specialties for high-stakes examinations in many other countries. [21] There were several limitations in this study. First, the pretest and posttest instruments were the same, potentially introducing testing bias.…”

Section: Discussionmentioning

confidence: 91%

Evaluation of a simulation-based workshop on clinical performance for emergency physicians and nurses

Chan

Yuen

et al. 2015

World Journal of Emergency Medicine

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BACKGROUND: Simulation-based medical education has been growing rapidly and becomes one of the most popular teaching methods for improving patient safety and patient care. The Simulation Subcommittee of the Hong Kong College of Emergency Medicine organized an educational program emphasizing the team training, clinical decision-making and communication skills. This study aimed to evaluate the attitude of the participants toward a new training program and the change in the knowledge on clinical performance in emergency physicians and nurses after attending the educational program.METHODS: A course evaluation form was fi lled in by the participants at the end of the workshop. An assessment of 20 multiple-choice questions with 5 options was administered to the participants before and after the 2-day simulation-based training workshop. RESULTS:A total of 72 doctors and nurses working in the Accident and Emergency Department were enrolled. The average pretest and posttest scores were 12 and 14.3 respectively. The percentage improvement in the mean score of the pretest and posttest was 11.5%. The Chi-square test showed signifi cant improvement in the pretest and posttest score grading (P=0.00). Paired t-test revealed signifi cant difference between the mean scores of the pretest and posttest (P=0.00).CONCLUSIONS: Participants had positive attitude toward this new training program. Significant improvement of the knowledge on clinical performance in healthcare professionals in the Accident and Emergency Department was observed after the participation in this simulation-based educational program.

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Section: Discussionmentioning

confidence: 91%

Evaluation of a simulation-based workshop on clinical performance for emergency physicians and nurses

Chan

Yuen

et al. 2015

World Journal of Emergency Medicine

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“…Many specialties require either recertification examinations (ABMS) or aggregation of hours in learning activities (RCPSC) in order to maintain certification. Pressure to ensure that these activities reflect patient care competencies rather than knowledge acquisition has led educators to incorporate simulation into these programs [62]. The use of simulation in maintenance of certification in anesthesia and surgery has been described [63].…”

Section: High-stakes Testingmentioning

confidence: 99%

Simulation Curriculum Development, Competency-Based Education, and Continuing Professional Development

Pirie

Kappus

Sudikoff

et al. 2016

Comprehensive Healthcare Simulation: Pediatrics

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Simulation Pearls• There are increasing calls for healthcare professionals to fulfill their social contract with society and ensure competence of all professionals in order to maintain the privilege of self-regulation. Competency-based education (CBE) offers promise, as an outcome-based model of education, to help address the gap between actual and desired performance.• Simulation-based education (SBE) curricula should be based on needs analysis. Prior to designing, clear goals should be defined to measure the success of the training program.• Specific learning objectives, instructional strategy, simulation technology, training environment, and debriefing models should be carefully selected based on the level of learner.• Challenges to CBE include defining learning objectives that are not excessively comprehensive, trainees focusing on milestones rather than achieving excellence, administrative logistics, instructor expertise and availability, and cost.• Optimal education will require a change in our current approach to assessment. Assessment needs to be programmatic and conceptualized as part of instructional design with a shift away from assessment of learning to assessment for learning.• SBE is increasingly used for high-stakes, summative purposes such as local program-based examinations, achieving certification, and demonstrating ongoing competence to maintain certification.

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“…Además de los métodos tradicionales, la simulación se utiliza cada vez más como una herramienta para la acreditación de los profesionales y el mantenimiento de la certificación (35,36,37) . La capacitación y evaluación basada en simulación ya han sido incorporadas en algunas especialidades en diversos países para exámenes y los organismos de certificación están escrudiñando formas de incorporar la simulación a los requisitos de certificación inicial, educación continua y certificación continua (38,39) .…”

Section: Investigación Y Simulaciónunclassified

Simulación clínica y quirúrgica en la educación médica: aplicación en obstetricia y ginecología

Kasano

Gamarra

Crespo

2018

Rev peru ginecol obstet.

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La educación mediante el uso de simuladores se ha convertido en una metodología de enseñanza y evaluación que proporciona un entrenamiento sistemático a los participantes con el objetivo de mejorar la seguridad del paciente. Los simuladores fueron utilizados inicialmente para el entrenamiento y formación de pilotos de aviación. En medicina, los primeros mostraban determinadas condiciones de los pacientes, luego se incorporaron ruidos cardíacos y respiratorios, y fueron utilizados para el entrenamiento de determinadas emergencias. Actualmente, los simuladores contienen diversos sistemas informáticos de tercera y cuarta generación, que incluyen sensación táctil, auditiva y visual, se utilizan en pruebas iniciales y en procesos de evaluación formativa. Su principal característica es el desarrollo de competencias mediante el incremento de dificultad, que posteriormente requiere de la retroalimentación para permitir la identificación del impacto de la experiencia y la mejora del rendimiento. La simulación puede incorporarse dentro del desarrollo de un curso o dentro de un plan de estudios, y su integración se facilita cuando se tienen objetivos definidos. Actualmente, existe la necesidad de realizar investigaciones que permitan determinar la intensidad, duración, rango de dificultad de las experiencias con el uso del simulador, así como establecer estándares de dominio apropiados para procedimientos y habilidades clínicas. Se debe incorporar la simulación como un complemento a la exposición clínica, ya que permite obtener mejores resultados en comparación a la educación tradicional. Cada vez más se utiliza como una herramienta para la acreditación profesional y el mantenimiento de la certificación profesional.

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Role of Simulation in US Physician Licensure and Certification

Cited by 60 publications

References 57 publications

Evaluation of a simulation-based workshop on clinical performance for emergency physicians and nurses

Evaluation of a simulation-based workshop on clinical performance for emergency physicians and nurses

Simulation Curriculum Development, Competency-Based Education, and Continuing Professional Development

Simulación clínica y quirúrgica en la educación médica: aplicación en obstetricia y ginecología

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