This is a proceeding from a workshop session of the 2008 Academic Emergency Medicine Consensus Conference, “The Science of Simulation in Healthcare: Defining and Developing Clinical Expertise,” Washington, DC, May 28, 2008.
Teaching and Assessing Procedural Skills Using Simulation: Metrics and Methodology
Article first published online: 26 SEP 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 1079–1087, November 2008
How to Cite
Lammers, R. L., Davenport, M., Korley, F., Griswold-Theodorson, S., Fitch, M. T., Narang, A. T., Evans, L. V., Gross, A., Rodriguez, E., Dodge, K. L., Hamann, C. J. and Robey III, W. C. (2008), Teaching and Assessing Procedural Skills Using Simulation: Metrics and Methodology. Academic Emergency Medicine, 15: 1079–1087. doi: 10.1111/j.1553-2712.2008.00233.x
- Issue published online: 3 NOV 2008
- Article first published online: 26 SEP 2008
- Received June 27, 2008; revisions received July 3 and July 10, 2008; accepted July 10, 2008.
- emergency medicine;
- medical education;
- technical skills;
Simulation allows educators to develop learner-focused training and outcomes-based assessments. However, the effectiveness and validity of simulation-based training in emergency medicine (EM) requires further investigation. Teaching and testing technical skills require methods and assessment instruments that are somewhat different than those used for cognitive or team skills. Drawing from work published by other medical disciplines as well as educational, behavioral, and human factors research, the authors developed six research themes: measurement of procedural skills; development of performance standards; assessment and validation of training methods, simulator models, and assessment tools; optimization of training methods; transfer of skills learned on simulator models to patients; and prevention of skill decay over time. The article reviews relevant and established educational research methodologies and identifies gaps in our knowledge of how physicians learn procedures. The authors present questions requiring further research that, once answered, will advance understanding of simulation-based procedural training and assessment in EM.