Five Steps to Develop Checklists for Evaluating Clinical Performance

Schmutz, Jan B.; Eppich, Walter; Hoffmann, Florian; Heimberg, Ellen; Manser, Tanja

doi:10.1097/acm.0000000000000289

Cited by 62 publications

(68 citation statements)

References 42 publications

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“…26,27 Central to mastery learning models 2 is the use of performance measures 28 and determination of MPSs, 29 for which standard setting guidelines exist. 29 Although curriculum design and performance measures are important, we focus on structuring feedback and debriefing for mastery learning.…”

Section: Designing the Educational Interventionmentioning

confidence: 99%

Structuring Feedback and Debriefing to Achieve Mastery Learning Goals

et al. 2015

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Mastery learning is a powerful educational strategy in which learners gain knowledge and skills that are rigorously measured against predetermined mastery standards with different learners needing variable time to reach uniform outcomes. Central to mastery learning are repetitive deliberate practice and robust feedback that promote performance improvement. Traditional health care simulation involves a simulation exercise followed by a facilitated postevent debriefing in which learners discuss what went well and what they should do differently next time, usually without additional opportunities to apply the specific new knowledge. Mastery learning approaches enable learners to "try again" until they master the skill in question. Despite the growing body of health care simulation literature documenting the efficacy of mastery learning models, to date insufficient details have been reported on how to design and implement the feedback and debriefing components of deliberate-practice-based educational interventions. Using simulation-based training for adult and pediatric advanced life support as case studies, this article focuses on how to prepare learners for feedback and debriefing by establishing a supportive yet challenging learning environment; how to implement educational interventions that maximize opportunities for deliberate practice with feedback and reflection during debriefing; describing the role of within-event debriefing or "microdebriefing" (i.e., during a pause in the simulation scenario or during ongoing case management without interruption), as a strategy to promote performance improvement; and highlighting directions for future research in feedback and debriefing for mastery learning.

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Section: Designing the Educational Interventionmentioning

confidence: 99%

Structuring Feedback and Debriefing to Achieve Mastery Learning Goals

et al. 2015

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“…Deliberate practice theories link rehearsal to improvement and expertise 3839 This is well exemplified by the use of rapid cycle deliberate practice training in paediatric resuscitation40 and acute paediatric scenarios in relation to repetition, practice3 and performance 41. It is important to establish ground rules with the learner at the start of the immersion to ensure their safety.…”

Section: What Educational Underpinning Do You Need To Be Aware Of Whementioning

confidence: 99%

Simulation in paediatric training

Clerihew

Rowney²,

Ker

2015

Arch Dis Child Educ Pract Ed

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“…For example, school-sponsored programs should train preceptors on the use of performance checklists and provide them training on the checklists' optimal use. 32 The best way to avoid leniency and halo effects is to have multiple raters. 33 However, this luxury is often not possible in experiential programs.…”

Section: Discussionmentioning

confidence: 99%

Towards an Operational Definition of Clinical Competency in Pharmacy

Ried

Douglas

2015

American Journal of Pharmaceutical Education

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Objective. To estimate the inter-rater reliability and accuracy of ratings of competence in student pharmacist/patient clinical interactions as depicted in videotaped simulations and to compare expert panelist and typical preceptor ratings of those interactions. Methods. This study used a multifactorial experimental design to estimate inter-rater reliability and accuracy of preceptors' assessment of student performance in clinical simulations. The study protocol used nine 5-10 minute video vignettes portraying different levels of competency in student performance in simulated clinical interactions. Intra-Class Correlation (ICC) was used to calculate inter-rater reliability and Fisher exact test was used to compare differences in distribution of scores between expert and nonexpert assessments. Results. Preceptors (n542) across 5 states assessed the simulated performances. Intra-Class Correlation estimates were higher for 3 nonrandomized video simulations compared to the 6 randomized simulations. Preceptors more readily identified high and low student performances compared to satisfactory performances. In nearly two-thirds of the rating opportunities, a higher proportion of expert panelists than preceptors rated the student performance correctly (18 of 27 scenarios). Conclusion. Valid and reliable assessments are critically important because they affect student grades and formative student feedback. Study results indicate the need for pharmacy preceptor training in performance assessment. The process demonstrated in this study can be used to establish minimum preceptor benchmarks for future national training programs.

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Five Steps to Develop Checklists for Evaluating Clinical Performance

Cited by 62 publications

References 42 publications

Structuring Feedback and Debriefing to Achieve Mastery Learning Goals

Structuring Feedback and Debriefing to Achieve Mastery Learning Goals

Simulation in paediatric training

Towards an Operational Definition of Clinical Competency in Pharmacy

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