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Simulation is an educational tool most valuable when implemented by trained individuals.1 Having regular simulation-based educational (SBE) activities leads to skill acquisition transferable to real-life situations.2 Emergency medicine (EM) residents at the University of British Columbia (UBC) have a variety of SBE opportunities across the four training sites (Vancouver, Fraser Valley, Victoria and Kelowna).
We previously completed step two of Kern’s six-step model for curriculum development; a formal learner-targeted needs assessment.3 The assessment found a desire for increased SBE and concerns around prebrief inconsistency that may have contributed to the 19% rate of reported lack of psychological safety. This project was the second stage in an iterative curricular improvement process using a logic model.4
We chose to use a logic model as it allowed us to analyse our current programme and how it relates to the outcomes we are trying to achieve. In doing so, we were able to construct a theory of change by mapping our logical assumptions about how resource inputs into our programme result in deliverable outputs.5 The main advantage to this approach was to gain a high-level understanding of our simulation programme so that we could target specific inputs as a way to modify outputs. Our inputs into the logic model (figure 1) included simulation facilitators, technologists and labs, a recently …
Contributors All authors contributed to the design, implementation, writing and editing of this study and manuscript.
Funding The authors have not declared a specific grant for this research from any funding agency in the public, commercial or not-for-profit sectors.
Competing interests None declared.
Patient consent for publication Not required.
Provenance and peer review Not commissioned; externally peer reviewed.
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