Principles of Assessment in Simulation Supplement Course
Principles of Assessment in Simulation Supplement (PASS) is a one-day workshop that aims to support effective practice and integration of simulation based assessments into competency-based education. With a low student to instructor ratio, ample time is provided for exercises, group work, discussion and real-world examples.
This event is an Accredited Group Learning Activity (Section 1) as defined by the Maintenance of Certification Program of the Royal College of Physicians and Surgeons of Canada, and approved by the University of Ottawa’s Office of Continuing Professional Development. You may claim a maximum of 6.75 hours (credits are automatically calculated).
At the end of the workshop learners will be able to:
- Incorporate simulation-based assessment principles and development strategies into competency based education;
- Discuss features of simulation that may promote or threaten efforts to use the modality for assessment;
- Critically appraise assessment tools, methodologies and current simulation based assessment research; and
- Apply validity frameworks to simulation based assessment strategies.
PASS is an extension of assessment concepts introduced in the Simulation Educators Training course however it is not necessary to take the SET course prior to taking this course. Prior to the workshop, key concepts are introduced through approximately 3 hours of online self-study. Completion of the online self-study is required prior to attending the workshop.
This workshop is designed for Program Directors, Simulation Centre Directors and Clinical Educators who bring a passion for clinical education, have some experience with simulation based education, and want to maximise the efficacy of Simulation Based Assessment in their environment.
Victoria, British Columbia, February 2, 2019
Centre for Interprofessional Clinical Simulation Learning
1952 Bay Street
Victoria, B.C., V8R 1J8, Canada
For information or to be notified of upcoming courses, please contact us at firstname.lastname@example.org
Course Developers / Faculty:
Walter Tavares — PhD
Scientist and Assistant Professor at the University of Toronto / University Health Network Wilson Centre in Post-MD (PGME and CPD) Education in the Faculty of Medicine
His research examines ways of optimizing performance based assessments in work and simulation settings broadly. His work aims to advance theory and practice where decisions regarding the ability to adaptively integrate multiple competencies in response to complex and context dependent clinical stimuli are desired. Some of his research has focused on the role and/or cognitive behaviours of the observer / rater in the assessment process. This theory-oriented work extends to assessment processes and strategies in general and how both work and simulation efforts may be optimized and/or integrated for formative, progress, programmatic and/or summative assessment efforts. He is also interested in shifting conceptions of assessment, critically examining shifts from a theoretical and applied perspective, language in assessment and the role of simulation as an assessment and learning strategy. Dr. Tavares obtained his PhD at McMaster University in Clinical Epidemiology and Biostatistics while completing a 5-year masters and PhD fellowship at the Wilson Centre.
Farhan Bhanji – MD, MHPE, FRCPC
Associate Professor of Pediatrics
Associate Director of Assessment at the Royal College.
He serves as the Director of the Fellowship in Health Professions Education at McGill University, is the inter professional lead for Simulation at the Montreal Children’s Hospital, serves as the education lead in Resuscitation for the Heart and Stroke Foundation of Canada. He is also the immediate past Chair the Education Committee for Emergency Cardiovascular Care at the American Heart Association and is the co-chair of the Education, Implementation and Teams taskforce of International Liaison Committee on Resuscitation. Dr. Bhanji is also an active researcher with over 100 peer reviewed abstracts and manuscript publications.
Ryan Brydges —PhD
Dr. Brydges obtained his MSc and PhD from the Institute of Medical Science, University of Toronto and the Wilson Centre, UHN. He then completed an NSERC postdoctoral fellowship with Dr. Glenn Regehr at the Centre for Health Education Scholarship, University of British Columbia.
Through studies of self-regulated learning and simulation, Dr. Brydges aims to understand how training interventions translate into healthcare professionals' behaviours. In one arm of his research, he uses simulation and other educational technologies to understand how to optimize instructional designs and assessment practices for healthcare training curricula. In his other research arm, he studies invasive bedside procedural skills as a proof of concept for developing a novel model of ‘competency-based education’ in academic hospitals (and, eventually, community settings).
Dr. Irene Ma — MD, PhD, FRCPC
General internist at the Foothills Medical Centre
Associate Professor in the Department of Medicine, University of Calgary.
Dr. Ma received her Medical Degree from the University of British Columbia, a MSc in Epidemiology from Stanford University, and a PhD in Medical Education from the University of Calgary. Her research focuses on the use of simulation in competency-based education and assessments, with a focus on procedural skills. She is author or co-author of multiple peer-reviewed publications and holds a number of leadership roles focused on residency training of procedural skills and ultrasound within Alberta Health Services and the University of Calgary
Dr. Jonathan Duff — MD, FRCPC
Pediatric intensivist and Associate Professor at the Stollery Children’s Hospital
Director for pediatric simulation for Stollery Children’s Hospital
Director of the Pediatric Critical Care Medicine Training Program at the University of Alberta.
He completed his fellowship in PICU at the Stollery Children’s Hospital and has been on staff since 2005. He is currently the director for pediatric simulation for Stollery Children’s Hospital and the Director of the Pediatric Critical Care Medicine Training Program at the University of Alberta. He recently completed a Masters in Health Science Education and is currently enrolled in a PhD in Measurement, Evaluation and Cognition at the University of Alberta.
Dr. Kelly Dore – PhD
Senior Scientist in the Program for Educational Research
Development Assistant Professor in the Departments of Medicine and Obs/Gyn and the Post Graduate Medical Education Program at McMaster University.
Dr. Dore completed her PhD in Health Research Methodology with a focus on Health Professions Education Research and Cognitive Psychology. She also holds an affiliated appointment with the Department of Clinical Epidemiology and Biostatistics. Dr. Dore is the Director, Masters of Health Science Education Program, where she also coordinates the assessment and evaluation course. Her current interests include assessment/evaluation, selection into training (with a focus on the intrinsic roles), and the psychological factors relevant to health professions education including the transfer of accountability including clinical handover.