Abstract

Introduction: Our simulation center, supported by four departments (Surgery, OB/GYN, Urology, and Anesthesiology), is accredited as a comprehensive Accredited Educational Institute (AEI) and is now expanding to accommodate all departments on campus. Methods: A 61-point questionnaire was administered to 44 stakeholders, representing all of UME and GME. Data were compared for AEI vs. non-AEI activities. Results: Responses were collected from all 44 groups (100% response rate). Overall, 43 simulation activities were hosted within the AEI and 40 were hosted by non-AEI stakeholders. AEI activities were more likely to be mandatory (93% vs. 75%, p = 0.02), have written learning objectives (79% vs 43%, p < 0.001), and use validated assessment metrics (33% vs. 13%, p = 0.03). Conclusion: These data suggest that the AEI courses are more robust in terms of structured learning and assessment compared to non-AEI courses. Campus-wide application of uniform quality standards is anticipated to require significant faculty, course, and program development.

Original languageEnglish (US)
JournalAmerican journal of surgery
DOIs
StatePublished - Jan 1 2019

Fingerprint

Learning
Education
Program Development
Anesthesiology
Urology
Surveys and Questionnaires

Keywords

  • Accredited Educational Institute
  • Education
  • Integration
  • Simulation

ASJC Scopus subject areas

  • Surgery

Cite this

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title = "Assessing quality and resources during campus-wide simulation integration",
abstract = "Introduction: Our simulation center, supported by four departments (Surgery, OB/GYN, Urology, and Anesthesiology), is accredited as a comprehensive Accredited Educational Institute (AEI) and is now expanding to accommodate all departments on campus. Methods: A 61-point questionnaire was administered to 44 stakeholders, representing all of UME and GME. Data were compared for AEI vs. non-AEI activities. Results: Responses were collected from all 44 groups (100{\%} response rate). Overall, 43 simulation activities were hosted within the AEI and 40 were hosted by non-AEI stakeholders. AEI activities were more likely to be mandatory (93{\%} vs. 75{\%}, p = 0.02), have written learning objectives (79{\%} vs 43{\%}, p < 0.001), and use validated assessment metrics (33{\%} vs. 13{\%}, p = 0.03). Conclusion: These data suggest that the AEI courses are more robust in terms of structured learning and assessment compared to non-AEI courses. Campus-wide application of uniform quality standards is anticipated to require significant faculty, course, and program development.",
keywords = "Accredited Educational Institute, Education, Integration, Simulation",
author = "Weis, {Joshua J.} and Hogg, {Deborah C.} and Sulistio, {Melanie S} and Farr, {Deborah E} and Charles Ginsburg and Guttman, {Oren T} and Hoggatt, {Kimberly A} and Kho, {Kimberly A} and Martinez, {Joseph N} and Gary Reed and Rege, {Robert V} and Thiele, {Dwain L} and Wagner, {James M} and Scott, {Daniel J}",
year = "2019",
month = "1",
day = "1",
doi = "10.1016/j.amjsurg.2019.03.008",
language = "English (US)",
journal = "American Journal of Surgery",
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AU - Sulistio, Melanie S

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AU - Guttman, Oren T

AU - Hoggatt, Kimberly A

AU - Kho, Kimberly A

AU - Martinez, Joseph N

AU - Reed, Gary

AU - Rege, Robert V

AU - Thiele, Dwain L

AU - Wagner, James M

AU - Scott, Daniel J

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