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Updated: Nov 22, 2025

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Simulation-based curriculum development: lessons learnt in Global Health education.

Rasha D Sawaya1, Sandra Mrad1, Eva Rajha2

  • 1Department of Emergency Medicine, The American University of Beirut Medical Center, Beirut, Lebanon.

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|January 8, 2021
PubMed
Summary
This summary is machine-generated.

Developing a simulation-based medical education curriculum is feasible in resource-limited settings. This Emergency Medicine curriculum was revised to overcome barriers, leading to successful implementation and positive participant feedback.

Keywords:
Curriculum developmentEducation in low resource settingsSimulation curriculum

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Area of Science:

  • Medical Education
  • Simulation-Based Medical Education (SBME)
  • Emergency Medicine Training

Background:

  • SBME enhances clinical skills acquisition without patient risk, crucial for Emergency Medicine (EM) training.
  • EM residents require proficiency in managing critical, rare, and high-morbidity conditions.
  • This study details creating an SBME curriculum in a resource-limited EM residency program.

Purpose of the Study:

  • To describe the process of developing and implementing a simulation-based medical education curriculum.
  • To address challenges encountered during the initial phase of curriculum implementation.
  • To evaluate the effectiveness of a revised SBME curriculum in an EM residency.

Main Methods:

  • A case-based pilot curriculum followed Kern's 6-step design approach.
  • Needs assessment surveys identified curricular objectives for residents and faculty.
  • The curriculum was revised based on pilot outcomes and participant evaluations.

Main Results:

  • Initial pilot curriculum objectives were unmet due to barriers like cost, scheduling, resources, and faculty time.
  • A revised curriculum successfully conducted 24 sessions, addressing initial barriers.
  • Participant evaluations of the revised curriculum were overwhelmingly positive, indicating improved understanding of resources and faculty capabilities.

Conclusions:

  • Simulation-based medical education is achievable even with limited resources.
  • Understanding available simulation resources and advocating for protected educator time are vital for successful EM simulation curriculum implementation.