Background Workplace based assessments help learners to identify their learning needs and provide insight to improve overall performance.1 There have been no formal assessments tools designed to assess the delivery of simulation program by simulation educators. We have developed two assessment tools, "Demonstration of Educational program delivery skills (DOePdS)" and "Educational program content based discussion (EPCBD)" based on the DOPS and CBD model. The formative tools explores different aspects of performance involved in content creation and delivery.
Objective The tools have been used on over 100 assessments. We wanted to evaluate how useful the tools were to our Simulation Fellows and obtain feedback to improve its design and relevance.
Methods We conducted a survey among 8 Simulation fellows. Questions included number of assessments done, construction of forms, evaluation of feedback, usefulness of the assessment form to gather objective evidence of professional development and progress. Likert scale was used to record the response. Suggestions with regards to improvement in assessment forms was sought from the responders.
Results Number of DOePdS and EPCBDs assessments completed were 14 and10 respectively. 90% of the responders agreed that construction of forms was appropriate to deliver required evidence. 100% strongly agreed that assessments were useful in getting objective evidence of their progress. Feedback given in the end from assessors was thought to be useful for professional development. Suggestions for improvements in assessment included introduction of formal training of the trainers completing these assessments and altering parts of DOePdS form.
Discussion An evaluation of our assessment tools suggests that the tools are fit for purpose with areas for improvement on the DOePdS tool. Educators found that the tools were useful in their self development. We believe that there is scope for formal validated workplace based assessments to improve the quality of simulation based medical education.
Fraser SW, Greenhalgh T. Coping with complexity: educating for capability. BMJ 2001;323:799–803
- Category: Course or curriculum evaluation/innovation/integration
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