Number | Mean | Median | SD | 95 % Confidence interval for mean | ||
---|---|---|---|---|---|---|
Lower | Upper | |||||
C1: Simulation-based education: Contemporary issues for healthcare professions | ||||||
1 Outline common definitions of simulation-based education (SBE) | 254 | 4.68 | 5.00 | 0.90 | 4.56 | 4.79 |
2 Describe various types of simulation activities | 254 | 4.72 | 5.00 | 0.95 | 4.60 | 4.84 |
3 Describe the role of a ‘safe’ learning environment for SBE | 254 | 4.65 | 5.00 | 0.95 | 4.53 | 4.77 |
4 Debate the benefits of teaching and learning with simulation | 254 | 4.62 | 5.00 | 0.96 | 4.50 | 4.74 |
5 Debate the limitations of teaching and learning with simulation | 253 | 4.40 | 4.00 | 0.99 | 4.28 | 4.53 |
6 Give examples of simulation modalities best suited for learning specific skills | 253 | 4.31 | 4.00 | 1.00 | 4.19 | 4.44 |
7 Access publicly available resources on SBE | 253 | 4.35 | 4.00 | 1.10 | 4.21 | 4.49 |
8 Identify professional development opportunities for simulation educators and technicians | 250 | 4.38 | 4.00 | 1.08 | 4.24 | 4.51 |
9 Outline key research findings on simulation as an educational method | 252 | 4.43 | 5.00 | 0.96 | 4.30 | 4.55 |
10 Outline theories that inform SBE | 251 | 4.51 | 5.00 | 0.99 | 4.38 | 4.63 |
11 Explain key components of SBE, framed by available evidence | 249 | 4.37 | 4.00 | 1.04 | 4.24 | 4.50 |
C2: Training simulation educators | ||||||
12 Demonstrate implementation of educational theory in teaching practice | 247 | 4.51 | 5.00 | 1.01 | 4.38 | 4.63 |
13 Compare and contrast SBE methods used in health professional education | 245 | 4.68 | 5.00 | 0.92 | 4.56 | 4.79 |
14 Critically evaluate the educational efficacy of simulation | 246 | 4.36 | 4.00 | 0.97 | 4.23 | 4.48 |
15 Demonstrate and analyse debriefing and feedback methods used in SBE | 246 | 4.64 | 5.00 | 1.03 | 4.51 | 4.77 |
16 Design and facilitate a simulated learning event | 245 | 4.30 | 4.00 | 1.12 | 4.16 | 4.44 |
17 Develop an evaluation plan of a simulated learning event | 245 | 4.15 | 4.00 | 1.12 | 4.01 | 4.29 |
E1: Manikin-based simulation | ||||||
18 Describe the range of manikins available for healthcare simulations | 130 | 4.92 | 5.00 | 0.89 | 4.76 | 5.08 |
19 Identify features of manikins (e.g. mobility, immediacy of feedback etc.) | 130 | 4.78 | 5.00 | 0.93 | 4.62 | 4.95 |
20 Demonstrate how to decides which manikin to use | 132 | 4.57 | 5.00 | 1.03 | 4.38 | 4.75 |
21 Describe the benefits and difficulties of programming a manikin | 130 | 4.43 | 5.00 | 1.19 | 4.22 | 4.64 |
22 Plan and demonstrate a manikin-based simulation activity | 125 | 4.63 | 5.00 | 1.08 | 4.44 | 4.82 |
E2: Simulated patient (SP) methodology | ||||||
23 Describe contemporary applications of SP methodology | 69 | 4.94 | 5.00 | 0.79 | 4.75 | 5.13 |
24 Discuss responsibilities of SPs in teaching sessions | 69 | 5.00 | 5.00 | 0.91 | 4.78 | 5.22 |
25 Create SP roles for teaching and assessment | 69 | 4.78 | 5.00 | 1.13 | 4.51 | 5.05 |
26 Describe a systematic approach to SP training for role portrayal | 69 | 5.06 | 5.00 | 0.84 | 4.85 | 5.26 |
27 Consider the content of feedback from SPs to trainees | 69 | 4.97 | 5.00 | 0.95 | 4.74 | 5.20 |
28 Describe principles of feedback as they apply to SP-based education | 69 | 4.93 | 5.00 | 0.94 | 4.70 | 5.15 |
29 Describe the practicalities of training SPs and SP educators (including assessment) | 68 | 4.82 | 5.00 | 1.04 | 4.57 | 5.07 |
E3: Virtual environments | ||||||
30 Describe the advantages and disadvantages of virtual environments and their applications | 45 | 4.43 | 4.00 | 1.00 | 4.13 | 4.74 |
31 Describe a range of virtual environments | 45 | 4.75 | 5.00 | 1.06 | 4.43 | 5.07 |
32 Articulate the role of educational design in effective virtual environments | 44 | 4.39 | 4.00 | 1.02 | 4.08 | 4.70 |
33 Describe issues in developing virtual environments | 45 | 4.41 | 4.00 | 1.06 | 4.09 | 4.73 |
34 Teach simulation educators to review virtual environments for SBE | 45 | 4.25 | 4.00 | 1.14 | 3.90 | 4.60 |
E4: Hybrid simulation (Patient focused simulation) | ||||||
35 Outline key elements of SP-based methodology | 144 | 4.71 | 5.00 | 0.95 | 4.55 | 4.86 |
36 Describe the rationale for hybrid simulations | 144 | 4.90 | 5.00 | 0.92 | 4.74 | 5.05 |
37 Define patient-focused simulations | 144 | 4.84 | 5.00 | 0.95 | 4.68 | 5.00 |
38 Outline the scope practice of hybrid simulations | 144 | 4.76 | 5.00 | 0.92 | 4.60 | 4.91 |
39 Describe relevant theory underpinning patient-focused simulations | 144 | 4.67 | 5.00 | 1.02 | 4.50 | 4.84 |
40 Review written scenarios for patient-focused simulation | 144 | 4.50 | 5.00 | 1.07 | 4.32 | 4.67 |
41 Describe a systematic approach to SP training for role portrayal | 144 | 4.87 | 5.00 | 0.99 | 4.70 | 5.03 |
42 Consider the role of feedback in patient-focused simulations | 143 | 5.00 | 5.00 | 0.87 | 4.86 | 5.14 |
43 Practice training SPs for feedback in patient-focused simulations | 143 | 4.62 | 5.00 | 1.20 | 4.42 | 4.82 |
44 Describe the practicalities of training SPs and SP educators in patient-focused simulations (including assessment) | 143 | 4.62 | 5.00 | 1.05 | 4.44 | 4.79 |
T1: Equipment sustainability and task trainers | ||||||
45 Describe the roles of the simulation specialist | 59 | 4.83 | 5.00 | 0.86 | 4.58 | 5.08 |
46 Demonstrate ability to perform hazard analysis and risk assessment for simulation activities | 59 | 4.81 | 5.00 | 0.89 | 4.55 | 5.07 |
47 Describe the value of preventative maintenance and how it can be accomplished | 59 | 4.90 | 5.00 | 0.72 | 4.69 | 5.11 |
48 Describe the concept of fidelity in relation to this role | 59 | 5.13 | 5.00 | 0.67 | 4.93 | 5.32 |
49 Discuss the needs of actors involved in simulation | 59 | 4.88 | 5.00 | 0.87 | 4.62 | 5.13 |
T2: Basic manikins and moulage | ||||||
50 Articulate the capabilities and limitations of various manikins | 55 | 4.59 | 5.00 | 1.02 | 4.31 | 4.87 |
51 Identify various cables and connections and what they do | 55 | 4.41 | 5.00 | 1.35 | 4.04 | 4.78 |
52 Describe the basics of programming manikins | 55 | 4.17 | 5.00 | 1.34 | 3.80 | 4.53 |
53 Familiarization with manikin parts and systems | 54 | 4.57 | 5.00 | 1.14 | 4.26 | 4.89 |
T3: Advanced manikins and audio visual (AV) systems | ||||||
54 Review the different types of AV systems | 51 | 4.33 | 4.00 | 1.07 | 4.02 | 4.63 |
55 Review the different AV connectors | 50 | 4.37 | 5.00 | 1.24 | 4.01 | 4.72 |
T4: Delivery of scenarios | ||||||
56 Articulate the process required to the design and delivery of a purposeful scenario | 54 | 4.31 | 5.00 | 1.24 | 3.98 | 4.65 |
57 Demonstrate an ability to develop, prepare and deliver an effective scenario | 54 | 4.22 | 5.00 | 1.28 | 3.87 | 4.57 |
58 Use reflection and constructive feedback to critique | 54 | 4.33 | 5.00 | 1.13 | 4.02 | 4.64 |