Addie model01

DEVELOPMENT OF SIMULATION CURRICULUMIN POSTGRADUATE PROGRAMS HANI LABABIDI , FADI MUNSHI KING SAUD BIN ABDULAZIZ UNIVERSITY

ABSTRACT This paper outlines the primary steps required in developing a simulationcurriculum. We examine forms of simulation in postgraduate training,instructional design models, learner assessment, and modular pattern ofpostgraduate simulation curriculum. Further, we provide examples of how eachof these components are practically described in the literature and applied atthe Center for Research, Education, and Simulation-Enhanced Training.

INTRODUCTION Simulation-based education (SBE) is gaining great momentum in medical education. The use ofvarious forms of simulation can provide an effective and safe learning environment. SBE has been integrated in the undergraduate curriculum as early as the 2nd year of undergraduatemedical studies for teaching fundamental clinical skills and procedures.

FORMS OF SIMULATION IN POSTGRADUATETRAINING simulating an extraction of a sick patient from his or her bedroom for emergency medical servicestraining, this scenario can be made of high fidelity by replicating the bedroom’s physical environment,having background sounds of a television or radio, and even spraying special smell to engage more senses.

PART-TASK TRAINER BASED SIMULATION

MANIKINS BASED STANDARDIZED SIMULATION PATIENT BASED SIMULATION

COMPUTER-BASED SIMULATION

INSTRUCTIONAL DESIGN MODELS INSIMULATION

ASSESSMENT OF LEARNERS IN SIMULATIONThree main sources of assessment are used in SBE. The most common are observational ratings.THE MODULAR PATTERN OF POSTGRADUATESIMULATION CURRICULUM The ultimate comprehensive simulation curriculum in a postgraduate medical specialty orsubspecialty is a constellation of these simulation modules.

GENERIC VERSUS SPECIALTY MODULES Examples of generic modules would be “breaking bad news” or communication skills modules.These modules can be inoculated in any postgraduate curriculum for residents, fellows, and otherhealthcare givers. GENERIC VERSUS SPECIALTY MODULES The sequential postgraduate curriculum covers three main areas, namely knowledgeacquisition, technical skills and judgment.

CORE VERSUS NONCORE MODULES Core SBE modules are mandatory or required modules for promotion from one postgraduate trainingyear to anotherINTRA-VERSUS INTER-MODULAR ADAPTABILITY The postgraduate SBE modules need to be flexible from within and in relation to each other. There are new tasks that are added to the armamentarium of skills a postgraduate trainee needs to acquire in a specific specialty.

CONCLUSION Simulation-based curriculum development for postgraduate training presents a real challenge in manyaspects. A thorough understanding and expertise in medical education theories and medical simulationare prerequisites for effective construction of such curricula. The modular approach in postgraduate SBEcurriculum development is a practical way to achieve acceptable and satisfactory results. There remainmany areas for future research in this field, such as effective assessment methods, acceptable competencylevels, skills’ acquisition, and maintenance rates and outcome measures.

REFERENCES file:///D:/RBRU/Addie%20model.pdf https://scholar.google.co.th/scholar?start=20&q=addie+model+journal&hl=th&as_sdt=0,5&as_ylo=2017