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Assessment tool for the instructional design of simulation-based team training courses: the ID-SIM
  1. Annemarie F Fransen1,2,
  2. M Beatrijs van der Hout-van der Jagt1,3,
  3. Roxane Gardner4,
  4. Manuela Capelle5,
  5. Sebastiaan P Oei6,
  6. Pieter J van Runnard Heimel1,
  7. S Guid Oei1,7
  1. 1 Department of Obstetrics and Gynaecology, Máxima Medical Centre, Eindhoven-Veldhoven, The Netherlands
  2. 2 Department of Obstetrics and Gynaecology, Maastricht University Medical Centre, Maastricht, The Netherlands
  3. 3 Department of Biomedical Engineering, Eindhoven University of Technology, Eindhoven, The Netherlands
  4. 4 Centre for Medical Simulation, Massachusetts General Hospital, Harvard Medical School, Boston, Massachusetts, USA
  5. 5 Department of Surgery, Ziekenhuisgroep Twente, Almelo, The Netherlands
  6. 6 Department of Surgery, Tergooi Ziekenhuizen, Hilversum, The Netherlands
  7. 7 Department of Electrical Engineering, Eindhoven University of Technology, Eindhoven, The Netherlands
  1. Correspondence to Annemarie F Fransen, Department of Obstetrics and Gynaecology, Máxima Medical Centre, De Run 4600, Eindhoven-Veldhoven 5500 MB, The Netherlands; annemariefransen{at}hotmail.com

Abstract

Introduction To achieve an expert performance of care teams, adequate simulation-based team training courses with an effective instructional design are essential. As the importance of the instructional design becomes ever more clear, an objective assessment tool would be valuable for educators and researchers. Therefore, we aimed to develop an evidence-based and objective assessment tool for the evaluation of the instructional design of simulation-based team training courses.

Methods A validation study in which we developed an assessment tool containing an evidence-based questionnaire with Visual Analogue Scale (VAS) and a visual chart directly translating the results of the questionnaire. Psychometric properties of the assessment tool were tested using five descriptions of simulation-based team training courses. An expert-opinion-based ranking from poor to excellent was obtained. Ten independent raters assessed the five training courses twice, by using the developed questionnaire with an interval of 2 weeks. Validity and reliability analyses were performed by using the scores from the raters and comparing them with the expert’s ranking. Usability was assessed by an 11-item survey.

Results A 42-item questionnaire, using VAS, and a propeller chart were developed. The correlation between the expert-opinion-based ranking and the evaluators’ scores (Spearman correlation) was 0.95, and the variance due to subjectivity of raters was 3.5% (VTraining*Rater). The G-coefficient was 0.96. The inter-rater reliability (intraclass correlation coefficient (ICC)) was 0.91 (95% CI 0.77 to 0.99), and intra-rater reliability for the overall score (ICC) was ranging from 0.91 to 0.99.

Conclusions We developed an evidence-based and reliable assessment tool for the evaluation of the instructional design of a simulation-based team training: the ID-SIM. The ID-SIM is available as a free mobile application.

  • simulation
  • team training
  • instructional design
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Footnotes

  • Contributors AF and SGO were responsible for the conception of the work. All authors provided substantial contributions to the design of the work. AF was responsible for the data collection. AF and BH were responsible for the data analysis. AF drafted the manuscript. All authors revised the drafted manuscript critically and provided a final approval. All authors agreed to be accountable for all aspects of the work.

  • Competing interests The research team received no financial support from any third-party to complete the work. AF, MC, PRH, SGO and BH have no financial disclosure or conflicts of interest. RG is affiliated to the Center of Medical Simulation, Massachusetts General Hospital, Harvard Medical School, Boston, Massachusetts, USA.

  • Provenance and peer review Not commissioned; externally peer reviewed.

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