• Design simulation-based learning activities for incorporation into a larger curriculum 

• Official Royal College Requirements Document for the Simulation Unit

• Primary Review Form (To be filled by Unit Supervisor)

• McMaster Task List for Simulation Unit

• McMaster Reading List for Simulation Unit

By the end of this unit, the CE will be able to:

• develop a simulation-based learning activity 

• demonstrate the appropriate integration of simulation into a curriculum

• design simulation scenarios

• lead a simulation-based learning activity

• integrate CanMEDS competencies and interprofessional activities within simulation scenarios where appropriate

• provide effective debriefing

• evaluate simulation-based activities

• Please refer to the McMaster Task List for the Simulation Unit for a complete listing of the summative and formative assessments required for this unit. 

• Primary Review Form (To be filled by Unit Supervisor)

Articles

• Andreatta P, Saxton E, Thompson M, Annich G. Simulation-based mockcodes significantly correlate with improved pediatricpatientcardiopulmonaryarrestsurvivalrates. PediatrCrit Care Med.2011;12(1):33–8.

• Barsuk JH, McGaghie WC, Cohen ER, O’Leary KJ, Wayne DB. Simulation-basedmasterylearningreducescomplicationsduringcentralvenouscatheterinsertion in a medical intensive careunit. Crit Care Med.2009;37(10):2697–701.

• Boulet JR, Murray DJ. Simulation-basedassessment in anesthesiology: requirementsforpracticalimplementation. Anesthesiology.2010;112(4):1041–52.

• Cleland JA, Abe K, Rethans JJ. The use of simulated patients in medical education: AMEE Guide No 42. Med Teach. 2009;31(6):477–86.

• Cook DA, Brydges R, Zendejas B, Hamstra SJ, Hatala R. Mastery learning for health professionals using technology-enhanced simulation: a systematic review and meta-analysis. Acad Med. 2013 Aug;88(8):1178-86.

• Cook DA, Brydges R, Zendejas B, Hamstra SJ, Hatala R. Technology-enhanced simulation to assess health professionals: a systematic review of validity evidence, research methods, and reporting quality. Acad Med. 2013 Jun;88(6):872-83.

• Cook DA, Hatala R, Brydges R, Zendejas B, Szostek JH, Wang AT, et al. Technology-enhanced simulation for health professions education: a systematic review and meta-analysis. JAMA. 2011;306(9):978–88.

• Cook DA,Triola MM. Virtual patients: a critical literature review and proposed next steps. Med Educ. 2009;43(4):303–11.

• Cooper JB, Taqueti VR. A brief history of the development of mannequin simulators for clinical education and training.Postgrad Med J.2008;84(997):563–70.

• Draycott T, Sibanda T, Owen L, Akande V, Winter C, Reading S,et al. Does training in obstetric emergencies improve neonatal outcome? BJOG2006;113(2):177–82.

• Ericsson KA. Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains. Acad Med. 2004;79(1):S70–81.

• Fanning RM, Gaba DM. The role of debriefing in simulation-based learning.SimulHealthc. 2007;2(2):115–25.

• Issenberg SB, McGaghie WC, Petrusa ER, Gordon LD, Scalese RJ. Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Med Teach.2005;27(1):10–28.

• Leblanc VR. Review article: simulation in anesthesia: state of the science and looking forward. Can J Anaesth.2012;59(2):193–202.

• McGaghie WC. Medical education research as translational science.SciTransl Med.2010;2(19): 19cm8.

• McGaghie WC, Issenberg SB, Cohen ER, Barsuk JH, Wayne DB. Medical education featuring mastery learning with deliberate practice can lead to better health for individuals and populations. Acad Med. 2011;86(11):e8–9

• Salas E, DiazGranados D, Weaver SJ, King H. Does team training work? Principles for health care.AcadEmerg Med.2008;15(11):1002–9.

• Savoldelli GL, Naik VN, Park J, Joo HS, Chow R, Hamstra SJ. Value of debriefing during simulated crisis management: oral versus video-assisted oral feedback. Anesthesiology.2006;105(2):279–85.

• Wayne DB, Didwania A, Feinglass J, Fudala MJ, Barsuk JH, McGaghie WC. Simulation-based education improves quality of care during cardiac arrest team responses at an academic teaching hospital: a case-control study. Chest. 2008;133(1):56–61.

• Wright MC, Phillips-Bute BG, Petrusa ER, Griffin KL, Hobbs GW, Taekman JM. Assessing teamwork in medical education and practice: relating behavioural teamwork ratings and clinical performance. Med Teach. 2009;31(1):30–8.

Other resources

Centre for Simulation-based Learning at McMaster

Healthy Simulation (resource and review website)

Society for Simulation in Healthcare