2015
DOI: 10.1007/s00464-015-4206-x
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A stepwise model for simulation-based curriculum development for clinical skills, a modification of the six-step approach

Abstract: We have developed a model that integrates principles of curriculum development and simulation design that is applicable across specialties. Its use could lead to high-quality simulation courses that integrate efficiently into an overall curriculum.

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Cited by 94 publications
(75 citation statements)
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References 24 publications
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“…It is a significant strength of this study that well-recognized methods for curriculum development have been used, including the contribution of key opinion leaders in ophthalmology specialist training (Khamis et al 2016). Furthermore, international methodological criteria for reporting of Delphi studies are followed including an explicit definition of consensus (Diamond Table 4.…”
Section: Discussionmentioning
confidence: 99%
“…It is a significant strength of this study that well-recognized methods for curriculum development have been used, including the contribution of key opinion leaders in ophthalmology specialist training (Khamis et al 2016). Furthermore, international methodological criteria for reporting of Delphi studies are followed including an explicit definition of consensus (Diamond Table 4.…”
Section: Discussionmentioning
confidence: 99%
“…, Jeffries and Rogers , Khamis et al . ). While these frameworks offered promise for designing high‐quality simulated activities in medicine and physiotherapy, a comprehensive approach to designing a simulation programme in SLP across a broad range of practice areas required further consideration.…”
Section: Methodsmentioning
confidence: 97%
“…However, the integration of simulation-based education into the curricula has been challenging and is often based on experiential notions rather than following a standardized approach [3]. Unfortunately, the development of simulation-based training programs is often dictated by what simulation equipment is available commercially.…”
Section: Introductionmentioning
confidence: 99%
“…This classical approach faces a number of challenges, including work hour restriction for trainees, limited exposure to the procedures, a lack of facilities and a lack of skilled supervisors, and, most importantly, rising concerns towards patient safety [1,2]. Consequently, it is inevitable that the apprenticeship model will have to be restructured and reformed [3,4]. One of the most important focus areas in the last two decades in response to this need is the use of simulation-based education to train technical skills.…”
Section: Introductionmentioning
confidence: 99%
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