Table 7 Implementation of simulation-based summative assessment step by step
From: Simulation-based summative assessment in healthcare: an overview of key principles for practice
Items | Goals | Modalities |
|---|---|---|
Team | Identify the training staff | Structure coordination Size the team: skills, time available, stability (project over several months/years) |
Competencies repository | Create the competencies repository to be assessed | Expert panels Define the number and type of examination needed Must be known to students |
Curriculum | integrate summative assessment in the curriculum | Pedagogical alignment: summative part drives the formative part of the curriculum No summative assessment without pre-simulation exposure Intermediate summative assessment could be useful [121] |
Examination | Define summative assessment modalities through simulation | Length and number of scenarios stations [122, 123] The higher the fidelity of the examination, the harder is it to set it up, the lower the feasibility |
Scenarios | Develop a bank of scenarios and rating grids [124] | Choose the editors for the scenarios Write the scenarios Scenarios’ peer-review and test Establish/choose assessment tools (Checklist or global scale) Set the minimum passing score The themes of the bank's scenarios cover the competencies of the repository |
Training raters | Limit rating variations for a given performance | Choice of raters Raters’ Training Workshop |
Standardized Patients | Develop a standardized patient pool | Recruitment, selection, training, and standardization [125] |
D-Day | How the examination take place | Logistics: e.g., dates, rooms, standardized patients, rights of personal portrayal, GDPR Participants’ path, breaks Materials to supply, to be brought by students (e.g., stethoscope) Examination-adapted briefings Problems to anticipate: e.g., maintenance of standardization, failure or breakage of equipment, backup paper supports, dedicated staff for support to stressed participants, |
immediately after examination | Finalize the examination | Collect and check assessment grids for early detection of inconsistencies, rating oversights, missing data Management of participants’ complaints and plea |
Quality process | Prepare future examination | Identify potential changes to do to some scenarios Removal of inappropriate scenarios: e.g., too long, misleading, source of rating inconsistency, Changes to standardized patients’ training Changes in raters’ training |