Educationalongsideresearchasthemissionofa

medical,dental,veterinaryschool

ASPIRERecognitionofExcellenceinHealthcareSimulationinaMedical,Dental,VeterinarySchool

ShortDescriptionoftheAreaofHealthcareSimulation

Definition

Simulationinhealthcareeducationisa“technique,notatechnologythatreplacesoramplifiesrealexperienceswithguidedexperiencesthatevokeorreplicatesubstantialaspectsoftherealworldinafullyinteractivemanner”(Gaba2004).Simulationmayincludearangeoftechnologiesandeducationalcontextsthatincludebutarenotlimitedto:simulated(standardizedpatients),simpleandpartialtasktrainers,fullbodypatientmannequins,virtualreality,augmentedreality,haptic,hybridmodels,andsimulatedenvironments.Aninstitutionthathasachievedexcellenceinhealthcaresimulationeducationensuresitiswell-designed(embeddedin appropriateeducationaltheory),and integrated into thecurriculum,usesitasanadjuncttopatientorhealthsystemscaretrainingand/orassessmentexperiences,andprovidesforoutcomedrivenmeasuresthatarecontinuouslyevaluatedforqualityandimprovement.

Scope

Anapplicantinstitutionororganizationmayhaveasinglecentralizedsimulationprogramoradecentralizedseriesofsimulationactivitiesaimedatenhancingstandardsofteaching/education,facultypreparedness,andscholarship.Thesemayincludeprogramsand activitiesfor:

  • teaching and assessingclinicaland proceduralskills;
  • promoting criticalthinking and problem-solving skills;
  • fostering communication and teamwork;
  • introducing and promotinginterprofessionallearning and practice;
  • developingpatientsafety,healthcaresystems,and/orculturalawareness;
  • individualizing(“precision”)careand publichealth;
  • exploringhealthcaresystemsscienceand practice.

Cultural,geographic,social,fiscaland otherissuesmayinfluencehowhealthcaresimulation education isdeliveredataninstitution andwillvaryamonginstitutions.Excellencemaybeidentifiedandrecognizedininstitutionswithlimitedresourcesjustasmuchasin“resource-rich”institutions.Thewayinwhichinstitutionsdemonstratecontextappropriatenesswillbetakenintoaccountbythepanelwhenreviewingeach submission.

ConceptualFrameworks

Excellenceinhealthcaresimulationmaybeseenastheproductoffourcomponents(Figures12):organizationalframework(curricularinstitutionalization),trainingresourcesandeducationaluse,facultyandsupportpersonnelexpertiseandinnovationandscholarship.Thisframeworkwillbeusedtomapthecriteriaofexcellenceinhealthcaresimulationeducationtocontinuetofacilitateinstitutionsto“aspire”and achieveexcellencein allfourdomains.

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Figure1–Conceptual frameworkfordeterminingexcellencein simulation-based healthcare education

Figure2–Conceptualframeworkillustratingrelationshipsofvariouscomponentscontributingtoexcellenceinsimulation-based healthcare education

  • Organizationalframework(Curricularinstitutionalization)includeselementsnecessaryforfulladoptionandintegrationofsimulation-basedmedicaleducationinto aninstitution’smissionandculture.Itinvolvesthedecisionofaninstitutiontofullyembraceitsgoalofimprovingpatientcareandpatientsafetythroughreducingandpreventingmedicalerrors,aswellasmoreindividualgoalsof teaching and assessing acrossa widerangeofcompetencies.
  • Trainingresourcesandeducationalusereferstoincorporatingappropriatesimulationmethodologiesthatmeetaninstitution’sneeds.Inaddition,itincludeshavingthenecessaryphysicalspaceandsupportresourcesforsimulation-basedtraining.Italsoencompassesbestevidencejustificationfor,andapplicationof,theassociatedcurricula,learningstrategiesandoutcomemeasures.
  • Facultyandsupportpersonnelexpertiseincludeshealthcareprofessionalstrainedintheproperuseofsimulation-basededucation.Italsoincludesadministrativeandtechnicalindividualsinvolvedin theoperation,management,andadministration of simulation-based training,aswellasresearchersdedicated toadvancing thefield.
  • Innovationandscholarshiprefertothedevelopmentofresources,trainingandclinicalpracticethathavemadeatransformativeimpact.Italsoincludesdevelopingresourcesthathaveundergonepeerreviewand dissemination and/orexecutionof outcomesresearch thathasbeenpublished,presentationsat conferences,and papersforpolicy makers.

Application process

Applicantswilldescribetheentirescopeoftheinstitution’ssimulationprogramsintheapplicationsummaryandwillspecifywhethertheapplicationwilldescribethewholeseriesofsimulationprogramsorfocusonaspecificsimulationprogramthatprepareslearnersforclinicalpractice.Theprogram(s)shouldincludeafocus onundergraduateandgraduateentryhealthcareeducation,butmayalsoincludethoseinvolvingpostgraduatesandpracticingclinicians.Theschool’sdesignatedprogram(s)willconstitute“theprogramofhealthcaresimulation”fortheASPIREprogramapplicationandbeassessedusingthecriteriaforexcellence.

CriteriaandEvidenceofExcellence

Criterion1–OrganizationalFramework(Curricularinstitutionalization):Theinstitution’shealthcaresimulationeducationprogramhascleargoalsthatarealignedwithitsorganizationalprioritiesandobjectives,issystematicallydesigned, and servestheeducationalmission ofthe institution.

Sub-Criteria / Examples ofEvidence
1.1.Theinstitution’sprogramhascleargoals,isalignedwithschoolprioritiesandobjectives,and/orinfluencesorganizationalculture. / Narrative description of the institution’s simulation-based education program goals, how the program facilitates targeted priorities of the institution (and national, international), and/or if not aligned with institutional priorities then how it works to improve the educational climate.
1.2.Theinstitution’sprogramusesasystematiccurriculumdevelopmentmodelthatis informedbya theoreticalframeworkand bestpracticestodesign andimplementsimulation-basededucation. / Narrativedescriptionofthecurriculumdevelopmentmodel,theoreticalframeworkandevidenceusedtodesignsimulation-basededucation.Provideanexample(s)ofhowthemodelwasappliedtodesignand/orimplementahorizontallyand/orverticallyintegratedtraining program.
1.3. Theinstitution’sprogramfocusesonimprovingeducationalpractice. / Narrativedescriptionofhowtheprogramaddressestheoverallaimtoimproveeducationalpractice.

Criterion2–TrainingResourcesandEducationalUse:Theinstitution’ssimulationhealthcareprogramincorporatesappropriatesimulationmethodologiesthatmeetitsinstitution’sneeds.Inaddition,itincludeshavingthenecessaryphysicalspaceandsupportresourcesforsimulation-basedtraining.Italsoencompassesevidence-basedjustificationandapplicationoftheassociatedcurricula,learningstrategiesand outcome measures.

Sub-Criteria / Examples ofEvidence
2.1.Theinstitution’sprogramusesasystematicprocesstoalignsimulationtechnologiesandmethodologieswiththeitsdefinedtrainingneeds. / Narrativedescriptionoftheprocessusedtoalignitssimulationtrainingresources(space,equipment,simulationdevice(s),supporttechnology)andmethodologies(individual,team-based,immersive)toits definedtrainingneeds.
2.2.Theinstitution’ssimulationprogramisgroundedinbest-evidencepracticeforeducation andtraining; / Narrativedescriptionofdemonstratingthatsimulationtrainingactivitiesaregroundedinbestpracticesorprovenconceptualframeworksforeducation.Provideanexampleofhowtheframeworkwasappliedtoguidingsimulationactivities(scenariodevelopment, practice sessions).
2.3.Theinstitutionusesarigorousandstandardizedprocessfordevelopingandimplementingoutcomemeasuresthatassessestheoutcomeofandassessment(of learning –summativeassessment). / Narrativedescription ofhowtheprogramdevelopsand/orusesoutcomesmeasureswithevidencefortheirconstructvalidity.Provideanexampledescribingarigorousprocessfordemonstratingvalidityevidencewhenusinganassessment instrument for trainees.
2.4.Theinstitutionincorporatesevidence-basedfeedbackanddebriefingmethodsintoitssimulationlearningactivities(formative assessment). / Narrativedescriptionofhowtheprogramusesstructured(bestevidence)feedbackanddebriefingmethods(ithaseitherdevelopedoradopted)aspartofthesimulation-basedlearningprocess.Providespecificexample(s)offeedbackand/ordebriefingtechniquesthat are usedinsimulationactivityor program.
2.5.Theinstitutionusesacontinuousandsystematicprocessofqualityassuranceandimprovementofitssimulation program. / Narrativedescriptionoftheformalprocessusedtoevaluatethesimulationprogramincludingidentifyingthemodel/frameworkused(thesecanbenationalorinternationalstandards/criteria).Provideanexample(intheformofasummarytableorexecutivesummary)ofsuchaprocessusedforoneormoreofthesimulation programs.

Criterion3-Facultyandsupportpersonnelexpertise:Thehealthcaresimulationprogramensuresthatitsfacultyandsupportpersonnelhavedemonstratedexpertiseinsimulation-basedhealthcareeducation.Thisnotonlyincludesprofessionalstrainedinthebestevidenceuseofsimulation-basedmedicaleducation,butalsoincludesindividualsinvolvedintheoperation,management,andadministration ofsimulation-based training,andresearchersdedicated to advancing the field.

Sub-Criteria / Examples ofEvidence
3.1.Theinstitution’ssimulationprogramexpectsitsfaculty,administrativestaff,andtechnicalpersonneltohaveexpertiseinsimulation-basededucation,andsupportstheirdevelopmentbyprovidingresourcesneededtoachievetheirgoalsandsustaintheir activities. / Narrativedescriptionoftherecruitment,selectionandpreparationofsimulationfacultyandstafffortheirroleandhowtheyaresupportedbytheinstitutiontoadvancetheirownscholarlyandprofessionaldevelopment,includingkeepingup-to-datewithdevelopmentsinthefield.Describeformaltrainingthatfacultymustundergoforusingsimulationfortrainingand/orassessment;(workshops,courses(face-to-face,online),seminars,certificate,diploma,degree).
3.2.Theinstitution’ssimulationprogramhasfacultywithexpertiseincarryingoutsimulation-basededucationalresearchandsupportstheirdevelopmentbyprovidingresourcesneededto achieve their goals andsustaintheir activity. / Narrativedescriptionoftherecruitment,selectionandpreparationof faculty to carry out simulation-basedhealthcareresearchandhowtheyaresupportedbytheinstitutiontoadvancetheirownscholarlyandprofessionaldevelopment.Describeformaltrainingthatfacultymustundergoforusingsimulationforresearchpurposes.

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Criterion4–Innovationandscholarship:Theinstitutionpromotesinnovation,impactandscholarshipin simulation-based healthcare education.

Sub-Criteria / Examples ofEvidence
4.1.Theinstitutionpromotesinnovationinsimulation-basedhealthcare education. / Narrativedescriptionofeducationalinnovationsemployedinfacultydevelopmentduringthepastfiveyearswithreferencetoevaluationreportsand/orpublicationsdescribinginnovationsandassociatedscholarship(ifavailable).
4.2.Theinstitution’sfaculty(andwhereappropriatetheirlearners)conductresearchrelatedtosimulation-basedhealthcareeducation. / Listofscholarlypresentationsand/orpublicationsrelatedtosimulation-basedhealthcareeducationinthepast fiveyears.
4.3.Thefacultyadvancesimulation-basedhealthcareeducationnationallyandinternationally. / Listofawards,invitationstospeakandconsultations(e.g.toassistotherinstitutionswithsimulation-basedhealthcareeducation)byfacultytoadvancesimulation-basedhealthcareeducationalpractices,leadershipandscholarshiplocally,nationallyandinternationallyinthepastfive years.