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Updated: Jul 3, 2026

Simulator Training for Endovascular Neurosurgery

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Published on: May 6, 2020

Competency assessment in simulation-based procedural education.

James D Michelson¹, Lance Manning

¹The University of Vermont College of Medicine, Stafford Hall 436A, 95 Carrigan Dr., Burlington, VT 05405, USA. james.michelson@uvm.edu

American Journal of Surgery

|July 11, 2008

Summary

This summary is machine-generated.

Simulation-based medical education is advancing rapidly. This study suggests benchmarking may be a more appropriate method for setting standards in simulation-based procedural skills assessment.

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Area of Science:

Medical Education
Simulation Technology
Procedural Skills Assessment

Background:

Simulation-based procedural education in medicine is rapidly advancing with improved fidelity.
The use of simulation for competency assessment and credentialing is evolving.
Establishing a conceptual framework for simulation-based assessment is critical.

Purpose of the Study:

To review medical education theories and their applicability to simulation-based education.
To address the explicit need for standards in simulation-based procedural assessment.
To propose benchmarking as a suitable methodology for setting standards in simulation.

Main Methods:

Review of current medical education theories.
Discussion of the applicability of these theories to simulation-based education.
Exploration of benchmarking as an alternative standards-setting methodology.

Main Results:

Existing medical education theories may not fully address simulation of time-critical or dangerous procedures.
Benchmarking offers a potentially more appropriate framework for setting standards in procedural skills assessment.
The conceptual justification for implicit benchmarking in simulation literature needs explicit discussion.

Conclusions:

Developing clinical benchmarks is crucial for setting standards in procedural simulation.
Benchmarking can enhance the clinical relevance of simulation-based learning, feedback, and assessment.
Explicitly discussing the framework for benchmarking is vital for advancing simulation in medical education.