Embedded Files
This unit focuses on the competencies a Clinician Educator (CE) needs in order to develop and integrate simulation-based education into a curriculum. The CE will become a locally available resource for faculty development in simulation, helping to build capacity and to increase the delivery of simulation-based education.
Prerequisites:
Mandatory : Foundations 1, Teaching and Learning, Curriculum
Assessment (recommended)
Competencies Addressed in this Unit
Competencies Addressed in this Unit
Design simulation-based learning activities for incorporation into a larger curriculum
Key Documents
Key Documents
Objectives
Objectives
By the end of this unit, the CE will be able to:
develop a simulation-based learning activity
demonstrate the appropriate integration of simulation into a curriculum
design simulation scenarios
lead a simulation-based learning activity
integrate CanMEDS competencies and interprofessional activities within simulation scenarios where appropriate
provide effective debriefing
evaluate simulation-based activities
Assessment
Assessment
Please refer to the McMaster Task List for the Simulation Unit for a complete listing of the summative and formative assessments required for this unit.
Primary Review Form (To be filled by Unit Supervisor)
Suggested Resources
Suggested Resources
Articles
Andreatta P, Saxton E, Thompson M, Annich G. Simulation-based mockcodes significantly correlate with improved pediatricpatientcardiopulmonaryarrestsurvivalrates. PediatrCrit Care Med.2011;12(1):33–8.
Barsuk JH, McGaghie WC, Cohen ER, O’Leary KJ, Wayne DB. Simulation-basedmasterylearningreducescomplicationsduringcentralvenouscatheterinsertion in a medical intensive careunit. Crit Care Med.2009;37(10):2697–701.
Boulet JR, Murray DJ. Simulation-basedassessment in anesthesiology: requirementsforpracticalimplementation. Anesthesiology.2010;112(4):1041–52.
Cleland JA, Abe K, Rethans JJ. The use of simulated patients in medical education: AMEE Guide No 42. Med Teach. 2009;31(6):477–86.
Cook DA, Brydges R, Zendejas B, Hamstra SJ, Hatala R. Mastery learning for health professionals using technology-enhanced simulation: a systematic review and meta-analysis. Acad Med. 2013 Aug;88(8):1178-86.
Cook DA, Brydges R, Zendejas B, Hamstra SJ, Hatala R. Technology-enhanced simulation to assess health professionals: a systematic review of validity evidence, research methods, and reporting quality. Acad Med. 2013 Jun;88(6):872-83.
Cook DA, Hatala R, Brydges R, Zendejas B, Szostek JH, Wang AT, et al. Technology-enhanced simulation for health professions education: a systematic review and meta-analysis. JAMA. 2011;306(9):978–88.
Cook DA,Triola MM. Virtual patients: a critical literature review and proposed next steps. Med Educ. 2009;43(4):303–11.
Cooper JB, Taqueti VR. A brief history of the development of mannequin simulators for clinical education and training.Postgrad Med J.2008;84(997):563–70.
Draycott T, Sibanda T, Owen L, Akande V, Winter C, Reading S,et al. Does training in obstetric emergencies improve neonatal outcome? BJOG2006;113(2):177–82.
Ericsson KA. Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains. Acad Med. 2004;79(1):S70–81.
Fanning RM, Gaba DM. The role of debriefing in simulation-based learning.SimulHealthc. 2007;2(2):115–25.
Issenberg SB, McGaghie WC, Petrusa ER, Gordon LD, Scalese RJ. Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Med Teach.2005;27(1):10–28.
Leblanc VR. Review article: simulation in anesthesia: state of the science and looking forward. Can J Anaesth.2012;59(2):193–202.
McGaghie WC. Medical education research as translational science.SciTransl Med.2010;2(19): 19cm8.
McGaghie WC, Issenberg SB, Cohen ER, Barsuk JH, Wayne DB. Medical education featuring mastery learning with deliberate practice can lead to better health for individuals and populations. Acad Med. 2011;86(11):e8–9
Salas E, DiazGranados D, Weaver SJ, King H. Does team training work? Principles for health care.AcadEmerg Med.2008;15(11):1002–9.
Savoldelli GL, Naik VN, Park J, Joo HS, Chow R, Hamstra SJ. Value of debriefing during simulated crisis management: oral versus video-assisted oral feedback. Anesthesiology.2006;105(2):279–85.
Wayne DB, Didwania A, Feinglass J, Fudala MJ, Barsuk JH, McGaghie WC. Simulation-based education improves quality of care during cardiac arrest team responses at an academic teaching hospital: a case-control study. Chest. 2008;133(1):56–61.
Wright MC, Phillips-Bute BG, Petrusa ER, Griffin KL, Hobbs GW, Taekman JM. Assessing teamwork in medical education and practice: relating behavioural teamwork ratings and clinical performance. Med Teach. 2009;31(1):30–8.
Other resources
Centre for Simulation-based Learning at McMaster
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