Presented at the SAEM Midwest Regional Conference, Detroit, MI, September 2007; CORD-EM Academic Assembly, New Orleans, LA, March 2008; and Case Western Reserve University Research ShowCASE, Cleveland, OH, April 2008.
A Theme-based Hybrid Simulation Model to Train and Evaluate Emergency Medicine Residents
Article first published online: 14 JUL 2008
© 2008 by the Society for Academic Emergency Medicine
Academic Emergency Medicine
Special Issue: Proceedings of The 2008 AEM Consensus Conference: The Science of Simulation in Healthcare: Defining and Developing Clinical Expertise Guest Editors:Amy Kaji, MD, PhD David C. Cone, MD
Volume 15, Issue 11, pages 1199–1206, November 2008
How to Cite
Noeller, T. P., Smith, M. D., Holmes, L., Cappaert, M., Gross, A. J., Cole-Kelly, K. and Rosen, K. R. (2008), A Theme-based Hybrid Simulation Model to Train and Evaluate Emergency Medicine Residents. Academic Emergency Medicine, 15: 1199–1206. doi: 10.1111/j.1553-2712.2008.00183.x
- Issue published online: 3 NOV 2008
- Article first published online: 14 JUL 2008
- Received March 3, 2008; revision received April 23, 2008; accepted April 24, 2008.
- emergency medicine;
- core competencies;
- graduate medical education;
- communication skills
Objectives: The authors sought to design an integrated theme-based hybrid simulation experience to educate and evaluate emergency medicine (EM) residents, to measure the Accreditation Council for Graduate Medical Education (ACGME) competencies using this simulation model, to measure the impact of the simulation experience on resident performance on written tests, and to measure resident satisfaction with this simulation experience.
Methods: A theme-based hybrid simulation model that takes advantage of multiple simulation modalities in a concentrated session was developed and executed to both educate and evaluate EM residents. Simulation days took place at an integrated simulation center and replaced one 5-hour didactic block per quarter. Modified competency checklists were used to evaluate residents based on ACGME competencies. Written tests were administered before, during, and after simulation days. Residents were given the opportunity to evaluate the simulation days using standard residency program evaluation tools.
Results: The model was proven feasible. Core competencies were measured using the model, which was executed on four occasions in 2007. Most residents met expectations based on objective checklist criteria and subjective assessment by an observing faculty member. Data from the written tests showed no overall difference in scores measured before, during, or after the simulation days. The simulation model was rated highly useful by the residents.
Conclusions: With the use of a highly developed simulation center and an organized, theme-based, hybrid simulation model that takes advantage of multiple simulation modalities, the authors were able to successfully develop an educational model to both train and evaluate EM residents with a high degree of resident satisfaction.