Using expert consensus to develop a simulation course for faculty members

Kinnear, John; Smith, Barry; Akram, Majid; Wilson, Nick; Simpson, Emily

doi:10.1111/tct.12233

Cited by 10 publications

(11 citation statements)

References 5 publications

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“…An important aspect of simulation-based training (SBT) is a debriefing performed by skilled faculty members. There is a consensus that prior exposure to SBT is important for faculty members who run a train-the-trainers course for this type of teaching (Kinnear, Smith, Akram, Wilson, & Simpson, 2015). There is a requirement for continual updating of skills and peer review to ensure high-quality teaching.…”

Section: Experience Of Usingmentioning

confidence: 99%

Simulation training in primary care

Akram¹,

Ismail²

2016

InnovAiT: Education and inspiration for general practice

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Section: Experience Of Usingmentioning

confidence: 99%

Simulation training in primary care

Akram¹,

Ismail²

2016

InnovAiT: Education and inspiration for general practice

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“…The literature review yielded 14 peer-reviewed publications on simulation fellowship curriculum. 1,2,4,[8][9][10][11][12][13][14][15][16][17][18] The web-based search identified 110 medical simulation fellowships meeting inclusion criteria; however, 39 programs neither exhibited curriculum on their website nor responded to multiple e-mail requests for their curriculum. This resulted in the review of data abstracted from 71 fellowship curricula (65%) and 14 publications.…”

Section: Resultsmentioning

confidence: 99%

Developing Consensus on Simulation Fellowship Requirements on the Path to Accreditation Council of Graduate Medical Education Accreditation

2021

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IntroductionNonaccredited simulation fellowships have multiplied resulting in fellowship differences. Standardization of fellowship content and requirements is needed, especially if accreditation is to be achieved. Simulation fellowship criteria were developed using expert consensus and the Accreditation Council for Graduate Medical Education requirements to frame the supporting pillars for accreditation.MethodsCore curricular components, subelements, and requirements for graduation were derived from a literature review and existing fellowship curricula. A modified Delphi process was performed to establish fellowship program content and requirements. A priori criteria for inclusion or exclusion were used during 3 iterative rounds. Experts could recommend items for inclusion.ResultsFourteen publications and 71 curricula were reviewed with 7 core curriculum components and 44 subelements identified for subsequent expert panel review. All core components were included by consensus: application of teaching and debriefing, business and leadership, curriculum development, educational theory, operational support, research, and assessment and evaluation. Thirty-eight subelements reached consensus. Graduation requirements included a research or scholarly project and a minimum number of debriefing activities, evaluation activities, original simulation curricula, skill-based teaching activities, scenario-based activities, and interprofessional education activities. The maximum number of clinical hours per week was 16 to 20.ConclusionsUsing a modified Delphi process, experts reached consensus on core curriculum components, subelements, graduation requirements, and maximum number of clinical hours to establish Accreditation Council for Graduate Medical Education accreditation criteria for a simulation standardization of simulation fellowships for physicians. Further work is needed to define other parameters including program infrastructure and assessment.

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“…Three articles included other areas that were deemed relevant as characteristics of comprehensive simulation training programs. 15,27,28 Kinnear et al 32 used a modified Delphi method to identify the essential constituents or elements of a simulation training course for faculty. Delphi experts were a group of 5 experienced simulation faculty (profession unspecified).…”

Section: Other Characteristicsmentioning

confidence: 99%

A Scoping Literature Review of Simulation Training Program Curriculum Standards

et al. 2021

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Summary StatementSimulation educator training is well supported in the literature and endorsed by the Society of Simulation in Healthcare as well as the International Nursing Association for Clinical Simulation and Learning. Despite growth of domestic and international training programs, there is a lack of consensus regarding curriculum standards. Our aim was to identify core curricular components of comprehensive simulation training programs. A scoping literature review of all relevant publications from 2000 to 2020 was conducted using a 6-step design. A team of 10 multidisciplinary, international simulation educators independently reviewed all citations with discrepancies resolved by third-person review. Of the initial 320 identified unique publications, a total of 15 articles were included, all published within the last 6 years. Four themes were identified: domains (n = 6), competencies (n = 3), objectives (n = 8), and other characteristics (n = 3). The findings support a greater understanding of the core curricular content across simulation training programs to support standardization.

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Using expert consensus to develop a simulation course for faculty members

Cited by 10 publications

References 5 publications

Simulation training in primary care

Simulation training in primary care

Developing Consensus on Simulation Fellowship Requirements on the Path to Accreditation Council of Graduate Medical Education Accreditation

A Scoping Literature Review of Simulation Training Program Curriculum Standards

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