INTRODUCTION: Global cognitive and psychomotor assessment in simulation based curricula is complex. We describe assessment of novices' cognitive skills in a trauma curriculum using a simulation aligned facilitated discovery method. METHODS: Third-year medical students in a surgery clerkship completed two student-written simulation scenarios (SWSS) as an assessment method in a trauma curriculum employing high fidelity human patient simulators (manikins). SWSS consisted of written physiologic parameters, intervention responses, a performance evaluation form, and a critical interventions checklist. RESULTS: Seventy-one students participated. SWSS scores were compared to multiple choice test (MCQ), checklist-graded solo performance in a trauma scenario (STS), and clerkship summative evaluation grades. The SWSS appeared to be slightly better than STS in discriminating between Honors and non-Honors students, although the mean scores of Honors and non-Honors students on SWSS, STS, or MCQ were not significantly different. SWSS exhibited good equivalent form reliability (r=0.88), and higher interrater reliability versus STS (r=0.93 vs r=0.79). CONCLUSION: SWSS is a promising assessment method for simulation based curricula.
INTRODUCTION: Global cognitive and psychomotor assessment in simulation based curricula is complex. We describe assessment of novices' cognitive skills in a trauma curriculum using a simulation aligned facilitated discovery method. METHODS: Third-year medical students in a surgery clerkship completed two student-written simulation scenarios (SWSS) as an assessment method in a trauma curriculum employing high fidelity humanpatient simulators (manikins). SWSS consisted of written physiologic parameters, intervention responses, a performance evaluation form, and a critical interventions checklist. RESULTS: Seventy-one students participated. SWSS scores were compared to multiple choice test (MCQ), checklist-graded solo performance in a trauma scenario (STS), and clerkship summative evaluation grades. The SWSS appeared to be slightly better than STS in discriminating between Honors and non-Honors students, although the mean scores of Honors and non-Honors students on SWSS, STS, or MCQ were not significantly different. SWSS exhibited good equivalent form reliability (r=0.88), and higher interrater reliability versus STS (r=0.93 vs r=0.79). CONCLUSION: SWSS is a promising assessment method for simulation based curricula.
Authors: Michael A Rosen; Eduardo Salas; Katherine A Wilson; Heidi B King; Mary Salisbury; Jeffrey S Augenstein; Donald W Robinson; David J Birnbach Journal: Simul Healthc Date: 2008 Impact factor: 1.929
Authors: John B Holcomb; Russell D Dumire; John W Crommett; Connie E Stamateris; Matthew A Fagert; Jim A Cleveland; Gina R Dorlac; Warren C Dorlac; James P Bonar; Kenji Hira; Noriaki Aoki; Kenneth L Mattox Journal: J Trauma Date: 2002-06