A stepwise model for simulation-based curriculum development for clinical skills, a modification of the six-step approach

Nehal N. Khamis, Richard M. Satava, Sami A. Alnassar, David E. Kern

Research output: Contribution to journalArticlepeer-review

Abstract

Background: Despite the rapid growth in the use of simulation in health professions education, courses vary considerably in quality. Many do not integrate efficiently into an overall school/program curriculum or conform to academic accreditation requirements. Moreover, some of the guidelines for simulation design are specialty specific. Study design: We designed a model that integrates best practices for effective simulation-based training and a modification of Kern et al.’s 6-step approach for curriculum development. We invited international simulation and health professions education experts to complete a questionnaire evaluating the model. We reviewed comments and suggested modifications from respondents and reached consensus on a revised version of the model. Results: We recruited 17 simulation and education experts. They expressed a consensus on the seven proposed curricular steps: problem identification and general needs assessment, targeted needs assessment, goals and objectives, educational strategies, individual assessment/feedback, program evaluation, and implementation. We received several suggestions for descriptors that applied the steps to simulation, leading to some revisions in the model. Conclusion: We have developed a model that integrates principles of curriculum development and simulation design that is applicable across specialties. Its use could lead to high-quality simulation courses that integrate efficiently into an overall curriculum.

Original languageEnglish (US)
Pages (from-to)279-287
Number of pages9
JournalSurgical endoscopy
Volume30
Issue number1
DOIs
StatePublished - Jan 1 2016

Keywords

  • Curriculum development
  • Model
  • Simulation
  • Six step

ASJC Scopus subject areas

  • Surgery

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