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Simulation curriculum evaluation and development in a postgraduate emergency medicine programme
  1. Jared Baylis1,
  2. Justin Roos2,
  3. Chantal McFetridge3,
  4. Paola Camorlinga3,
  5. Nicolle Holm3
  1. 1Department of Emergency Medicine, The University of British Columbia, Kelowna, BC, Canada
  2. 2Department of Emergency Medicine, The University of British Columbia, Victoria, BC, Canada
  3. 3Department of Emergency Medicine, The University of British Columbia, Vancouver, British Columbia, Canada
  1. Correspondence to Dr Jared Baylis, Department of Emergency Medicine, The University of British Columbia, Kelowna, BC V1Y 1T2, Canada; jbaylis{at}alumni.ubc.ca

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Introduction

Simulation is a technique that holds the most value when used as an effective learning tool by trained individuals.1 Features of high-fidelity simulation that promote learning include feedback, repetition, individualisation of cases, variation of difficulty and conduction of clinical scenarios in a controlled environment.2 Having regular simulation-based educational (SBE) activities leads to skill acquisition that is transferable to real-life situations.2

Emergency medicine (EM) residents at the University of British Columbia (UBC) in Canada have a variety of SBE opportunities across the four main training sites (Vancouver, New Westminster, Victoria and Kelowna). These include junior and senior resident laboratory-based SBE on a monthly basis, a first-year resident procedural skills training day and in situ simulation conducted in the emergency department at varying intervals depending on the site.

While EM residents at UBC have regular time dedicated to participating in SBE, there is variability in the delivery of the education with regard to format, facilitation, case difficulty and debriefing. A 2017 Canadian national survey regarding simulation curricula in postgraduate EM programmes found that 94% of programmes have a simulation curriculum.3 Even so, we do not know exactly what these curricula are made up of. Using Kern’s six-step model for curriculum development,4 we set out to complete step two …

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