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Competency-Based Training and Simulation: Making a "Valid" Argument.

Yasser A Noureldin1,2, Jason Y Lee3, Elspeth M McDougall4

  • 11 Department of Surgery, WWAMI Institute for Simulation in Healthcare (WISH), University of Washington , Seattle, Washington.

Journal of Endourology
|February 14, 2018
PubMed
Summary
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Simulation-based assessment in medical education faces challenges due to outdated validity frameworks. This review updates the understanding of validity in simulation, focusing on score interpretation for objective skill assessment.

Area of Science:

  • Medical Education
  • Surgical Simulation
  • Assessment and Evaluation

Background:

  • Simulation is widely accepted for education but controversial as an assessment tool.
  • Assessing technical skills in competency-based medical education (CBME) requires valid simulation-based tools.
  • Current urologic simulation literature uses an outdated validity framework.

Purpose of the Study:

  • To provide an updated taxonomy of validity theory for simulation-based training and assessment.
  • To translate existing urologic simulation literature into this modern framework.
  • To address challenges in objectively assessing technical skills in CBME.

Main Methods:

  • Literature review of urologic simulation-based training and assessment.
  • Application of an updated validity theory taxonomy.
Keywords:
assessmentcompetency-based educationsurgeonstraineesurologyvalidity

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  • Re-evaluation of existing simulation literature through the modern lens of validity.

    • Main Results:

    • The traditional validity framework focused on distinct subcategories and the simulator itself.
    • The modern taxonomy views validity as a unitary construct.
    • Emphasis is placed on the interpretation of data and scores derived from simulators.

    Conclusions:

    • An updated validity framework is crucial for advancing simulation-based assessment in urology.
    • Moving beyond outdated frameworks allows for more objective and reliable technical skill evaluation.
    • This updated approach supports the effective implementation of competency-based medical education.