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Prioritization in medical school simulation curriculum development using survey tools and desirability function: a

Pier Luigi Ingrassia1, Ludovico Giovanni Barozza1, Jeffrey Michael Franc2

  • 11Centro Interdipartimentale di Didattica Innovativa e di Simulazione in Medicina e Professioni Sanitarie"-SIMNOVA, Università del Piemonte Orientale, via Lanino 1, 28100 Novara, Italy.

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Summary

This study identified essential medical procedural skills for Italian medical students and prioritized those best taught via simulation. Key skills include urinary catheter placement and nasogastric tube insertion, addressing competency gaps.

Keywords:
Curriculum designEducationMedical studentsSimulationTechnical skill

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Area of Science:

  • Medical Education
  • Surgical Skills Training
  • Healthcare Simulation

Background:

  • Lack of a standardized procedural skills framework for graduating medical students in Italy.
  • Need to identify essential skills and evaluate simulation's role in training.
  • Development of a desirability score to prioritize simulation curriculum.

Purpose of the Study:

  • To identify essential procedural skills for medical graduates.
  • To determine which skills are suitable for simulation-based training.
  • To prioritize simulation curriculum development based on competency gaps and training suitability.

Main Methods:

  • Web poll conducted at the School of Medicine in Novara.
  • Surveyed faculty, junior doctors, and recent medical graduates on skill importance and self-perceived competency.
  • Utilized a desirability function to prioritize skills for simulation training.

Main Results:

  • Faculty rated procedural skills importance highly (mean expected competency 7.9/9).
  • Junior doctors (4.7/9) and recent graduates (4.4/9) reported lower self-perceived competency.
  • Highest priority skills for simulation were urinary catheter placement, nasogastric tube insertion, and incision/drainage of abscesses.

Conclusions:

  • Identified key technical competencies and assessed confidence gaps in junior doctors and recent graduates.
  • Highlighted the perceived utility of simulation for teaching prioritized skills.
  • Provides a framework for effective simulation curriculum development by addressing competency deficits.