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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