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Updated: Jan 6, 2026

Emergency Undocking in Robotic Surgery: A Simulation Curriculum

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Published on: May 20, 2018

A multiple-trainee, multiple-level, multiple-competency (multi-TLC) simulation-based approach to training obstetrical

Valerie Mueller¹, Susan Ellis¹, Beth Murray-Davis^1,2

¹Department of Obstetrics and Gynecology, McMaster University, Hamilton, ON, Canada.

Perspectives on Medical Education

|October 9, 2019

Summary

This summary is machine-generated.

A new simulation curriculum for obstetrics and gynaecology residents (Multi-TLC) enhanced competency-based education. This approach increased observation and assessment opportunities while reducing costs and improving resident satisfaction.

Keywords:

Assessment Competency-based medical education Obstetrics Simulation

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A Modified Sonographic Algorithm for Image Acquisition in Life-Threatening Emergencies in the Critically Ill Newborn

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Published on: April 7, 2023

Area of Science:

Medical Education
Simulation-Based Learning
Competency-Based Education

Background:

Competency-based education necessitates broader direct observation and assessment for effective resident training.
Current simulation curricula often face limitations in scope and resource efficiency.

Purpose of the Study:

To develop and evaluate a multiple-trainee, multiple-level, multiple-competency (Multi-TLC) obstetrical emergencies simulation curriculum.
To assess the impact of the Multi-TLC curriculum on learning opportunities, resident learning, program costs, and resident satisfaction.

Main Methods:

Implemented a 2-day (8-hour) Multi-TLC curriculum involving obstetrics and gynaecology residents (PGY1-PGY5) in varied roles across four simulation scenarios.
Utilized a context-input-process-product model for curriculum evaluation, comparing outcomes with the previous curriculum.
Focused on four key priorities: increasing learning opportunities, maintaining/improving resident learning, managing program costs, and enhancing resident satisfaction.

Main Results:

The Multi-TLC curriculum allowed for a wider range of direct observation and assessment across multiple competencies.
Learning objectives were maintained, and additional ones were addressed effectively.
The new curriculum reduced overall financial and human resource costs compared to the previous model.
Resident satisfaction was improved.

Conclusions:

The Multi-TLC organizational structure for simulation curricula efficiently applies competency-based education principles.
This model enhances resident training by increasing assessment breadth and educational opportunities.
The Multi-TLC curriculum offers a cost-effective and resource-efficient approach to simulation-based medical education.