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Learner reflections on a postgraduate emergency medicine simulation curriculum: a qualitative exploration based on
Nicole Kester-Greene1, Caroline Filipowska2, Heather Heipel2
1Division of Emergency Medicine, Department of Emergency Services, Sunnybrook Health Sciences Centre, University of Toronto, 2475 Bayview Ave, Toronto, ON, M4N 3M5, Canada. nicole.kestergreene@sunnybrook.ca.
CJEM
|April 7, 2021
Summary
Emergency medicine residents
Area of Science:
- Medical Education
- Emergency Medicine Training
- Simulation-Based Learning
Background:
- Simulation-based training is a cornerstone of modern medical education.
- Understanding resident perceptions is crucial for curriculum development.
- Emergency Medicine (EM) residency programs increasingly utilize simulation.
Purpose of the Study:
- To explore postgraduate EM residents' perceptions of simulation-based curriculum.
- To identify how learning objectives are met and aspects of simulation training.
Main Methods:
- Interpretive qualitative study using focus group interviews.
- Postgraduate EM residents from the University of Toronto participated.
- Explored perceptions of learning objectives, simulation aspects, debriefing, and practice changes.
Main Results:
- Residents' learning goals for simulation evolve with training level.
- Junior residents focus on performance and preparation.
- Senior residents prioritize teamwork and new skill acquisition.
Conclusions:
- Junior and senior EM residents have distinct goal orientations in simulation.
- Curricula should cater to differing needs: preparatory materials for juniors, challenges for seniors.
- Resident feedback is vital for enhancing simulation-based curricula.
