|Best practice guideline||Modifications to the SIM activity|
|1. Focuses on aspects of practice related directly to the delivery of safe patient-centred care||No change.|
|2. Includes practices which are most likely to be commonly and/or significantly encountered||No change.|
3. Will be judged via holistic marking guide to enhance both the rigour of assessment and reliability|
Allows for judgement of students’ performance as a whole rather discrete independent actions
As the simulation was a formative learning activity, there was no marking guide.|
However, debriefing strategies and trigger questions were used to connect performance with clinical practice.
|4. Requires students to perform tasks in an integrated rather than piecemeal fashion by combining assessments of discrete skills in an authentic manner||No change.|
|5. Will be structured and delivered in a manner which aligns directly with mastery of desired knowledge and skill||No change.|
|6. Will be appropriately timed in the sequence of students’ learning to maximise assimilation and synthesis of disparate course content and to minimise the potential for students to adopt a piecemeal, superficial learning approach||No change.|
|7. Allows for ongoing practice of integrated clinical assessment and intervention skills in a secure supportive environment thereby ensuring appropriate provision of feedback to guide students’ development||
Adequate opportunities for continued practice with feedback were included during or soon after each clinical tutorial class and during the debrief.|
However, academics were made more aware of this aspect leading up to the SIM.