Lessons Learned from Simulation-based Program for Critical Care Fellows

Lessons Learned from a Simulation-based Program for the Education and Assessment of Critical Care Fellows from Different Specialties Abstract Purpose The purpose of this paper is to report the evaluation of an innovative simulation-based education program for critical care fellows from diverse disciplines, including outcomes, specifically, its value and limitations in assessing specialty-specific milestones for critical care fellows and also instructional and learning processes and outcomes. Methods A comprehensive program evaluation was done using two methods; a written survey and semi-structured interviews with the critical care fellows and faculty participants. Our conceptual framework for the program evaluation was the CIPP model (Context, Input, Process, and Product). We analyzed the data from the interviews using the method of constant comparative analysis associated with grounded theory to identify themes and subthemes infor participants’ responses. Results Eleven (11) out of 15 eligible fellows and all 5 eligible faculty members participated in the evaluation process. The major themes of the simulation education program evaluation identified based on the semi-structured interviews with fellows, included: the value of structured program organization; identification of institutional resources; uncovering pitfalls during implementation; and the outcome benefits of fellows' improved self assessment and improved team functioning. The major themes of the simulation education program evaluation, based on the semi-structured interviews with faculty: were: improved assessment of fellows’ competencies;, opportunities for curricular development; improved resource utilization; and establishment of a community of practice among participants in diverse critical care specialties. Conclusions A simulation-based education program is feasible and can address the education and assessment needs for a diverse group of critical care fellowships. The program provides educators with objective data to assess specialty-specific milestones, particularly the behaviorally-based core competency domains.