Predictors of Perceived Educational Value in Emergency Medicine Residency Simulation Cases

This study was designed to identify characteristics associated with the perceived educational value of simulation cases in an emergency medicine residency curriculum.

Following 17 individual emergency medicine simulation cases, a standard feedback questionnaire was completed by emergency medicine residents. Multiple linear regression was performed to identify significant variables that predict perceived educational value.

A total of 374 feedback responses were analyzed from 60 residents over a 2-year period. Complete data for inclusion in a regression analysis were available for 288 responses. The linear regression has an R² value of 0.979, indicating that the model explains nearly 98% of the variation. The perceived usefulness of the simulation cases, PGY, and the reported the stressfulness of the exercise were all positively associated with perceived benefit. Familiarity with the clinical scenario, role of team leader, and perceived difficulty of the scenario did not influence the residents' perception of benefit.

Multiple variables related to the scenario and the participants contribute to the perceived educational value of simulation cases in an emergency medicine residency curriculum. Specific predictors of educational value were PGY, stressfulness, and perceived utility. Being team leader, the familiarity of the scenario, or the perceived difficulty of the case did not influence the reported educational value. Recognition of these variables should help educators involved in the creation of educationally valuable simulation cases in the future.