Abstract
Simulation can be used for formative and summative evaluation of learner performance. This chapter describes tools and approaches for evaluation of simulation performance through direct and indirect observation, video review, and other metrics of data capture for manikin-based and virtual simulation. Simulation instructors are guided through an approach to evaluating team performance using validated tools. Special considerations for evaluating individual and team performance are discussed, including the impact of stress on performance, minimizing bias, and evaluating large groups of learners.
TopExamination scores do not provide a comprehensive measurement of performance, and it is widely acknowledged that training programs need to incorporate a variety of methods for evaluating their trainees. Formative assessment can be provided by simulation, which can help students improve their learning and performance, as well as provide feedback to both individual students and the team. The necessity of engaging in repeated practice up until one's desired level of competence necessitated the development of the concept of mastery learning. The theory of deliberative practice developed by Ericsson provides support for the use of simulation education due to the fact that it is interactive and gives students the opportunity to practice their abilities repeatedly while receiving immediate feedback (Ericsson, 2004). The majority of the assessments carried out during simulations are formative. This indicates that the information gained from the assessment is used to improve performance and address deficiencies prior to a summative performance evaluation being carried out. Formative evaluations may employ straightforward checklists or more complex formats such as objective structured clinical examinations (OSCE) in order to investigate knowledge gaps and encourage practice (Mangold et al., 2015). This method is suitable for assessing a wide variety of performance metrics, including clinical decision-making, procedural skills, as well as communication with patients and other team members.
Key Terms in this Chapter
Video-Assisted Debriefing: The practice of using video captured during simulation sessions for reflective discussions on learner and team performance.
Telefacilitation: The conduct of a telesimulation by a remote facilitator.
Teledebriefing: Teledebriefing describes a process in which learners who are participating in a simulation scenario undergo debriefing with a facilitator located at an off-site location.
Simulation Technician/Specialist: An individual who supports the practice of simulation through setting up and managing simulation manikins and supplies.
Augmented Reality: Computer generated holographic images can be viewed by the learner in the physical environment using a mobile device or specially designed headset.
Virtual Environment: 3D computer generated objects that can be viewed on a screen or in a head-mounted display.
Virtual Reality: Computer generated 3D images viewed by a learner in a virtual environment using a low-cost or high-end head mounted display.
Low-Fidelity Manikin: This is typically a low cost, low technology manikin with minimal features.
Telesimulation: Telesimulation is a process by which telecommunication and simulation resources are utilized to provide education, training, and/or assessment to learners at an off-site location.
Simulation Facilitator: A simulation instructor who guides the learners through the scenario with the goal of meeting learning objectives.
High-Fidelity Manikin: This term refers to a technology-enabled manikin with features such as mechanical respiration and heart rate.
Objective Structured Clinical Examination (OSCE): An approach to assessment that involves defined objectives and anticipated actions, often with an accompanying checklist for assessment.
Simulation Debriefer: A simulation instructor who leads the learners through a reflective analysis of simulation events.