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Simulation-based curriculum development: lessons learnt in Global Health education

BACKGROUND: Simulation based medical education (SBME) allows learners to acquire clinical skills without exposing patients to unnecessary risk. This is especially applicable to Emergency Medicine training programs where residents are expected to demonstrate proficiency in the management of time crit...

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Autores principales: Sawaya, Rasha D., Mrad, Sandra, Rajha, Eva, Saleh, Rana, Rice, Julie
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7792073/
https://www.ncbi.nlm.nih.gov/pubmed/33413346
http://dx.doi.org/10.1186/s12909-020-02430-9
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author Sawaya, Rasha D.
Mrad, Sandra
Rajha, Eva
Saleh, Rana
Rice, Julie
author_facet Sawaya, Rasha D.
Mrad, Sandra
Rajha, Eva
Saleh, Rana
Rice, Julie
author_sort Sawaya, Rasha D.
collection PubMed
description BACKGROUND: Simulation based medical education (SBME) allows learners to acquire clinical skills without exposing patients to unnecessary risk. This is especially applicable to Emergency Medicine training programs where residents are expected to demonstrate proficiency in the management of time critical, low frequency, and highly-morbidity conditions. This study aims to describe the process through which a SBME curriculum was created, in a limited simulation resource setting at a 4-year Emergency Medicine (EM) residency program at the American University of Beirut Medical Center. METHODS: A case-based pilot simulation curriculum was developed following Kern’s 6 step approach to curriculum design. The curricular objectives were identified through an anonymous survey of the program’s residents and faculty. Curriculum outcomes were assessed, and the curriculum was revised to address curricular barriers. Evaluations of the revised curriculum were collected during the simulation sessions and through a whole revised curriculum evaluation at the end of the first year of its implementation. RESULTS: 14/20 residents (70%) and 8/8 faculty (100%) completed the needs assessment from which objectives for the pilot curriculum were developed and implemented through 6 2-h sessions over a 1-year period. Objectives were not met and identified barriers included cost, scheduling, resources, and limited faculty time. The revised curriculum addressed these barriers and 24 40-min sessions were successfully conducted during the following year. The sessions took place 3 at a time, in 2-h slots, using the same scenario to meet the objectives of the different learners’ levels. 91/91 evaluations were collected from participants with overall positive results. The main differences between the pilot and the revised curricula included: a better understanding of the simulation center resources and faculty’s capabilities. CONCLUSION: Simulation-based education is feasible even with limited-resources. However, understanding the resources available, and advocating for protected educator time are essential to implementing a successful EM simulation curriculum. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-020-02430-9.
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spelling pubmed-77920732021-01-11 Simulation-based curriculum development: lessons learnt in Global Health education Sawaya, Rasha D. Mrad, Sandra Rajha, Eva Saleh, Rana Rice, Julie BMC Med Educ Research Article BACKGROUND: Simulation based medical education (SBME) allows learners to acquire clinical skills without exposing patients to unnecessary risk. This is especially applicable to Emergency Medicine training programs where residents are expected to demonstrate proficiency in the management of time critical, low frequency, and highly-morbidity conditions. This study aims to describe the process through which a SBME curriculum was created, in a limited simulation resource setting at a 4-year Emergency Medicine (EM) residency program at the American University of Beirut Medical Center. METHODS: A case-based pilot simulation curriculum was developed following Kern’s 6 step approach to curriculum design. The curricular objectives were identified through an anonymous survey of the program’s residents and faculty. Curriculum outcomes were assessed, and the curriculum was revised to address curricular barriers. Evaluations of the revised curriculum were collected during the simulation sessions and through a whole revised curriculum evaluation at the end of the first year of its implementation. RESULTS: 14/20 residents (70%) and 8/8 faculty (100%) completed the needs assessment from which objectives for the pilot curriculum were developed and implemented through 6 2-h sessions over a 1-year period. Objectives were not met and identified barriers included cost, scheduling, resources, and limited faculty time. The revised curriculum addressed these barriers and 24 40-min sessions were successfully conducted during the following year. The sessions took place 3 at a time, in 2-h slots, using the same scenario to meet the objectives of the different learners’ levels. 91/91 evaluations were collected from participants with overall positive results. The main differences between the pilot and the revised curricula included: a better understanding of the simulation center resources and faculty’s capabilities. CONCLUSION: Simulation-based education is feasible even with limited-resources. However, understanding the resources available, and advocating for protected educator time are essential to implementing a successful EM simulation curriculum. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-020-02430-9. BioMed Central 2021-01-07 /pmc/articles/PMC7792073/ /pubmed/33413346 http://dx.doi.org/10.1186/s12909-020-02430-9 Text en © The Author(s) 2021 Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated in a credit line to the data.
spellingShingle Research Article
Sawaya, Rasha D.
Mrad, Sandra
Rajha, Eva
Saleh, Rana
Rice, Julie
Simulation-based curriculum development: lessons learnt in Global Health education
title Simulation-based curriculum development: lessons learnt in Global Health education
title_full Simulation-based curriculum development: lessons learnt in Global Health education
title_fullStr Simulation-based curriculum development: lessons learnt in Global Health education
title_full_unstemmed Simulation-based curriculum development: lessons learnt in Global Health education
title_short Simulation-based curriculum development: lessons learnt in Global Health education
title_sort simulation-based curriculum development: lessons learnt in global health education
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7792073/
https://www.ncbi.nlm.nih.gov/pubmed/33413346
http://dx.doi.org/10.1186/s12909-020-02430-9
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