Timothy Chaplin1, Brent Thoma2, Andrew Petrosoniak3, Kyla Caners4, Tamara McColl5, Chantal Forristal6, Christa Dakin7, Jean-Francois Deshaies8, Eliane Raymond-Dufresne9, Mary Fotheringham6, David Ha10, Nicole Holm7, James Huffman11, Ann-Marie Lonergan12, George Mastoras13, Michael O'Brien13, Marie-Rose Paradis12, Nicholas Sowers14, Errol Stern15, Andrew K Hall1. 1. Department of Emergency Medicine, Queen's University, Kingston, ON. 2. Department of Emergency Medicine, University of Saskatchewan, Saskatoon, SK. 3. Department of Medicine, University of Toronto, St. Michael's Hospital, Toronto, ON. 4. Department of Emergency Medicine, McMaster University, Hamilton, ON. 5. Department of Emergency Medicine, University of Manitoba, Winnipeg, MB. 6. Department of Emergency Medicine, Western University, London, ON. 7. Department of Emergency Medicine, University of British Columbia, Vancouver, BC. 8. Department of Family Medicine and Emergency Medicine, Universite de Sherbrooke, Sherbrooke, QC. 9. Department of Family Medicine and Emergency Medicine, Laval Universite, Quebec City, QC. 10. Department of Emergency Medicine, University of Alberta, Edmonton, AB. 11. Department of Emergency Medicine, University of Calgary, Calgary, AB. 12. Department of Family Medicine and Emergency Medicine, Universite de Montreal, Montreal, QC. 13. Department of Emergency Medicine, University of Ottawa, Ottawa, ON. 14. Department of Emergency Medicine, Dalhousie University, Halifax, NS. 15. Department of Family Medicine, McGill University, Montreal, QC.
Abstract
OBJECTIVE: Simulation plays an integral role in the Canadian healthcare system with applications in quality improvement, systems development, and medical education. High-quality, simulation-based research will ensure its effective use. This study sought to summarize simulation-based research activity and its facilitators and barriers, as well as establish priorities for simulation-based research in Canadian emergency medicine (EM). METHODS: Simulation-leads from Canadian departments or divisions of EM associated with a general FRCP-EM training program surveyed and documented active EM simulation-based research at their institutions and identified the perceived facilitators and barriers. Priorities for simulation-based research were generated by simulation-leads via a second survey; these were grouped into themes and finally endorsed by consensus during an in-person meeting of simulation leads. Priority themes were also reviewed by senior simulation educators. RESULTS: Twenty simulation-leads representing all 14 invited institutions participated in the study between February and May, 2018. Sixty-two active, simulation-based research projects were identified (median per institution = 4.5, IQR 4), as well as six common facilitators and five barriers. Forty-nine priorities for simulation-based research were reported and summarized into eight themes: simulation in competency-based medical education, simulation for inter-professional learning, simulation for summative assessment, simulation for continuing professional development, national curricular development, best practices in simulation-based education, simulation-based education outcomes, and simulation as an investigative methodology. CONCLUSION: This study summarized simulation-based research activity in EM in Canada, identified its perceived facilitators and barriers, and built national consensus on priority research themes. This represents the first step in the development of a simulation-based research agenda specific to Canadian EM.
OBJECTIVE: Simulation plays an integral role in the Canadian healthcare system with applications in quality improvement, systems development, and medical education. High-quality, simulation-based research will ensure its effective use. This study sought to summarize simulation-based research activity and its facilitators and barriers, as well as establish priorities for simulation-based research in Canadian emergency medicine (EM). METHODS: Simulation-leads from Canadian departments or divisions of EM associated with a general FRCP-EM training program surveyed and documented active EM simulation-based research at their institutions and identified the perceived facilitators and barriers. Priorities for simulation-based research were generated by simulation-leads via a second survey; these were grouped into themes and finally endorsed by consensus during an in-person meeting of simulation leads. Priority themes were also reviewed by senior simulation educators. RESULTS: Twenty simulation-leads representing all 14 invited institutions participated in the study between February and May, 2018. Sixty-two active, simulation-based research projects were identified (median per institution = 4.5, IQR 4), as well as six common facilitators and five barriers. Forty-nine priorities for simulation-based research were reported and summarized into eight themes: simulation in competency-based medical education, simulation for inter-professional learning, simulation for summative assessment, simulation for continuing professional development, national curricular development, best practices in simulation-based education, simulation-based education outcomes, and simulation as an investigative methodology. CONCLUSION: This study summarized simulation-based research activity in EM in Canada, identified its perceived facilitators and barriers, and built national consensus on priority research themes. This represents the first step in the development of a simulation-based research agenda specific to Canadian EM.
Entities:
Keywords:
Emergency medicine; simulation-based research
Authors: Anson Dinh; Teresa M Chan; Kyla Caners; Andrew K Hall; Andrew Petrosoniak; Tim Chaplin; Christopher Heyd; Jared B Baylis Journal: Cureus Date: 2022-07-12