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Enhancing Medical Education through Simulation-Based Assessment

Explore reasons for and current state of Simulation-Based Assessment in medical training, including levels of education and forms of assessment. Discover how SBA benefits procedural training, teamwork, and feedback for trainees through formative and summative evaluations across undergraduate, graduate, and continuing medical education. Learn how high-stakes assessments and recurrent feedback support skill acquisition and expert performance.

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Enhancing Medical Education through Simulation-Based Assessment

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  1. Simulation-Based Assessment Emily M. Hayden, MD, MHPEAssociate Director for Curricular IntegrationGilbert Program in Medical SimulationHarvard Medical SchoolDirector of Simulation Faculty DevelopmentDivision of Medical SimulationDepartment of Emergency MedicineMassachusetts General Hospital

  2. Disclosure • Nothing to Disclose

  3. Goals and Objectives Goal: To Discuss Simulation-Based Assessment (SBA)

  4. Goals and Objectives Objectives: 1. Describe reasons for SBA 2. Describe the current state of SBA

  5. Why use SBA? • Procedural training • Chance-events of apprenticeships • Rare events • Reduced work hours • Teamwork

  6. Current State of SBA • Formative • Summative • High-stakes • Recurrent

  7. Levels of Medical Training • Undergraduate medical education (UME) • Graduate medical education (GME) • Continuing medical education (CME)

  8. Formative SBA • Trainees want feedback • Trainees want to be observed • Debriefing component of simulation

  9. Formative SBA • UME • HMS preclinical simulation • GME • MGH Department of Medicine • CME • Center for Medical Simulation Crisis Resource Management courses

  10. Example of UME Formative SBA

  11. Formative SBA • UME • HMS preclinical simulation • GME • MGH Department of Medicine • CME • Center for Medical Simulation Crisis Resource Management courses

  12. Summative SBA • UME: less often used • GME: • ACGME Competencies • CME: • Workplace-based assessments

  13. Summative SBA in GME • ACGME Competencies • Patient Care • Medical Knowledge • Practice-based Learning and Improvement • Interpersonal and Communication Skills • Professionalism • Systems-based Practice

  14. High-stakes SBA • UME: • USMLE Clinical Skills Step 2 • GME: • Surgical training • CME: • Oral boards • Carotid artery stenting

  15. Recurrent SBA • Ericsson’s Model of Acquisition of Expertise • Deliberate practice with immediate feedback • Opportunities for repeated performance Ericsson, KA. Deliberate Practice and Acquisition of Expert Performance: a General Overview. Academic Emergency Medicine. 2008; 15(11), 988-994.

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