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Table 1 Participants’ ratings of the extent to which they met learning objectives for the modules in the AusSETT program

From: A national training program for simulation educators and technicians: evaluation strategy and outcomes

  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