Kern et al.’s [25] six steps | (i) Identification of a problem and a general needs assessment; (ii) targeted needs assessment; (iii) goals and objectives; (iv) educational strategies; (v) implementation; (vi) evaluation and feedback. | • This approach acknowledges that curriculum development is dynamic with multiple interacting components and interplay between steps. For example, availability of resources will have an impact on the learning objectives. • It streamlines curriculum development attempting to align targeted goals and objectives with implementation and evaluation. • The aim is to improve the efficiency and effectiveness of teaching. • The Kern approach is widely applicable to different fields of teaching. |
Sawyer et al.’s [26] six steps | (i) Pre-simulation didactic learning (ii) observation of the procedure; (iii) deliberate practice; (iv) proof of competency prior to performing the skill on a patient; (v) doing the procedure on patients; (vi) maintenance through continued practice. | • Simulation training is split explicitly into cognitive and psychomotor phases with an expectation of adequate theoretical knowledge before simulator practice. • This approach promotes skill maintenance through continued practice but does not explore repetition intervals. • It is more directive than the Kern approach and focused more on the design of procedural skill training. • It explicitly includes a human performance element which decreases its utility for teaching rarely performed procedures. |