Table 3 Mean average of Likert points by every item of quality self-perception instrument (ASPIRE and SSH criteria) (n = 149)
Items | Likert Average |
|---|---|
Aspire-based criteria | 3.8 |
1. Your simulation center has clear objectives aligned with the priorities and objectives of your institution and/or manages to influence the culture of your organization. | 4.2 |
2. Your simulation center has a policy or definitions to guarantee that the development of its programs is carried out using a systematic approach to curriculum design, considering learning theories that support its programs. | 4.1 |
3. Your simulation center has a policy or definitions to evaluate the implemented programs and thus promote continuous improvement in its practices. | 3.8 |
4. At your simulation center, a systematic process is used to align simulation technologies and methodologies with your defined training needs. | 3.8 |
5. In your simulation center, the development of educational programs is carried out using the evidence of simulation effectiveness for teaching and training as a guide. | 4.0 |
6. In your simulation center, a rigorous and standardized process is used to develop and implement validated performance evaluation instruments (considering their use for training and summative purposes). | 3.7 |
7. Your simulation center incorporates evidence-based feedback and debriefing methods for training purposes. | 4.3 |
8. Your simulation center uses a continuous and systematic process of quality assurance and continuous improvement of its simulation programs. | 3.9 |
9. Your simulation center expects its teaching, administrative and technical staff to have experience in simulation-based education and supports its development by providing the resources necessary to achieve its objectives and maintain its activities. | 4.1 |
10. The institution’s simulation program has faculty experienced in conducting simulation-based educational research and supports its development by providing the resources necessary to achieve its objectives and maintain its activity. | 3.3 |
11. At your center, innovation in simulation-based education is promoted. | 4.0 |
12. The faculty of the institution (or its students) conducts research related to simulation-based education. | 3.0 |
13. The centre’s teachers promote simulation-based education nationally and internationally. | 3.5 |
Core criteria SSH | 3.8 |
14. There is a clear and publicly stated mission that specifically addresses the intent and functions of the simulation program, and how the program is linked to the larger organization, if it exists. | 3.8 |
15. There is an organizational framework that provides adequate resources (fiscal, human and material) to support the mission of the program. | 3.9 |
16. There is a strategic plan designed to accomplish the mission of the program. | 3.7 |
17. There are written policies and procedures to ensure that the program provides high quality services, and that it meets its obligations and commitments. | 3.7 |
18. The program has a process to determine which simulation modalities and relevant technologies are selected for use in various education, evaluation, research and / or systems improvement activities. | 3.5 |
19. The program has a method of evaluating its general areas of programs and services, as well as educational, evaluation, and / or research activities so that they provide feedback for continuous improvement. | 3.4 |
20. All activities, communications and relationships demonstrate a commitment to the highest ethical standards. | 4.4 |
21. Adequate documentation and organizational policies and mechanisms are in place to ensure that data / evidence security and student confidentiality are maintained. | 3.9 |
22. The program demonstrates a commitment to advocating for health simulation and contributes to the field of simulation. | 4.2 |
Teaching/learning criteria SSH | 4.1 |
23. The program offers comprehensive learning activities using simulation. | 4.3 |
24. The program provides expert guidance for simulation education for instructors / educators and students. | 3.8 |
25. Educational methods are reliable, valid, attractive and, when possible, based on evidence. | 4.1 |
26. Appropriate simulation modalities are used to support learning objectives and design. | 4.2 |
27. There is access to qualified educators for the educational activities provided. * | 4.2 |
28. Curriculum design follows a rational process based on the theory of education currently understood. | 4.0 |
29. Simulation activities are carried out in a suitable environment to optimize the achievement of learning objectives. | 4.4 |
30. The program continually updates and improves its courses. | 4.1 |
31. The program has a demonstrated ability to offer continuing education credits. | 3.4 |
Assessment criteria SSH | 3.8 |
32. The facilities, technology and simulation modalities, as well as standardized patients, and equipment are appropriate for the summative assessment of individual and team knowledge and / or skills. | 4.1 |
33. There are qualified consultants and staff to carry out the evaluation activities. | 3.9 |
34. There is a systematic process for selecting the appropriate assessment tools. | 3.7 |
35. There is adequate support for data analysis. | 3.5 |
Research criteria SSH | 3.3 |
36. The mission statement includes a specific and credible commitment to investigative activities. | 3.4 |
37. Instructors/educators/researchers demonstrate ability to conduct research. | 3.5 |
38. There is a designated individual who is responsible for administering the research programs. | 3.0 |
39. The program emphasizes and supports the application of academic approaches to evaluate teaching, evaluation and / or systems integration programs and to carry out validation studies of systems, approaches or simulation modules. | 3.1 |
40. Research protocols are in accordance with accepted research standards. | 3.3 |
Systems integration criteria SSH | 3.5 |
41. The program works as an integrated institutional resource for Safety, Quality and Risk Management that uses the principles of Systems Engineering, Human Factors, Quality, Safety, and/or Risk Management and engages in two-way feedback to achieve business-level objectives and improve the quality of care. | 3.4 |
42. The program has an established and committed role in the institutional processes of Quality and Safety Assessment. | 3.5 |