Performance Measurement in Simulation-Based Training

Salas, Eduardo; Rosen, Michael A.; Held, Janet D.; Weissmuller, Johnny J.

doi:10.4324/9781315243092-21

Cited by 5 publications

(11 citation statements)

References 1 publication

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“…This is not surprising, given that computer‐based simulation games offer many advantages. They immerse learners into replicated relevant features of the real‐world environment in an engaging way, bringing out the natural human curiosity and competitiveness (Cotter, Forster, & Sweeney, ; Landers, ; Salas, Rosen, Held, & Weissmuller, ). Team‐based games are attractive to participants because of the social satisfaction in addition to satisfying personal gaming and engagement pleasure (Shi & Shih, ).…”

Section: Introductionmentioning

confidence: 99%

“…In a narrower sense, assessment (e.g., scoring) is also a key component of an educational game itself (Bedwell, Pavlas, Heyne, Lazzara, & Salas, ). Just like with the famous seven “rights” of logistics, when it comes to assessment a lot of things must be done right: we must measure the right outcomes (Anderson, ) with the right method (Kraiger, Ford, & Salas, ; Lutz & Birou, ) at the right time (Phadnis & Caplice, ) and at the right level (Salas et al., ). A suboptimal approach to measuring performance in simulation‐based learning will not only squander resources but may lead to poor decision‐making and action (Salas et al., ).…”

Section: Introductionmentioning

confidence: 99%

“…Just like with the famous seven “rights” of logistics, when it comes to assessment a lot of things must be done right: we must measure the right outcomes (Anderson, ) with the right method (Kraiger, Ford, & Salas, ; Lutz & Birou, ) at the right time (Phadnis & Caplice, ) and at the right level (Salas et al., ). A suboptimal approach to measuring performance in simulation‐based learning will not only squander resources but may lead to poor decision‐making and action (Salas et al., ). Simulation learning outcomes are not easy to assess (Feinstein & Cannon, ), as many critical aspects of students’ performance cannot be seen directly (Salas et al., ).…”

Section: Introductionmentioning

confidence: 99%

“…A suboptimal approach to measuring performance in simulation‐based learning will not only squander resources but may lead to poor decision‐making and action (Salas et al., ). Simulation learning outcomes are not easy to assess (Feinstein & Cannon, ), as many critical aspects of students’ performance cannot be seen directly (Salas et al., ). The question of which outcomes to measure must be aligned with the curriculum (Anderson, ).…”

Section: Introductionmentioning

confidence: 99%

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Students’ Perceptions of Learning in an Online Multiround Business Simulation Game: What Can We Learn from Them?

Brazhkin¹,

Zimmerman

2019

Decision Sci J Innov Edu

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Multiround business simulation games have been gaining popularity in higher education. However, certain aspects of experiential learning of individual students in the game remain unaddressed in research literature. Team assessments, such as team papers, appear a common, “natural” choice given the team‐based nature of the games but may potentially mask individual learning outcomes. In this study we use a qualitative method to glean from individual students’ papers a deeper understanding of the process of learning of individual students in a team‐based, multiround business simulation game. Our findings indicate that individual and timely assessments are necessary to identify cases of not meeting the expected individual learning outcomes for the instructor's corrective intervention. This study contributes to the understanding of the process and outcomes of student learning in a multiround business simulation game, methods of teaching a supply chain and operations class with a simulation, and methods for better aligning course goals and assessments.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Students’ Perceptions of Learning in an Online Multiround Business Simulation Game: What Can We Learn from Them?

Brazhkin¹,

Zimmerman

2019

Decision Sci J Innov Edu

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“…Thus, simulation training is often used by organisations to minimise adverse events and to prevent healthcare errors 5 6. This could be accomplished by improving task performance , team performance or situation awareness (SA) 7–9…”

Section: Introductionmentioning

confidence: 99%

Reliability of instruments that measure situation awareness, team performance and task performance in a simulation setting with medical students

et al. 2019

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ObjectivesThe assessment of situation awareness (SA), team performance and task performance in a simulation training session requires reliable and feasible measurement techniques. The objectives of this study were to test the Airways–Breathing–Circulation–Disability–Exposure (ABCDE) checklist and the Team Emergency Assessment Measure (TEAM) for inter-rater reliability, as well as the application of Situation Awareness Global Assessment Technique (SAGAT) for feasibility and internal consistency.DesignMethodological approach.SettingData collection during team training using full-scale simulation at a university clinical training centre. The video-recorded scenarios were rated independently by four raters.Participants55 medical students aged 22–40 years in their fourth year of medical studies, during the clerkship in anaesthesiology and critical care medicine, formed 23 different teams. All students answered the SAGAT questionnaires, and of these students, 24 answered the follow-up postsimulation questionnaire (PSQ). TEAM and ABCDE were scored by four professionals.MeasuresThe ABCDE and TEAM were tested for inter-rater reliability. The feasibility of SAGAT was tested using PSQ. SAGAT was tested for internal consistency both at an individual level (SAGAT) and a team level (Team Situation Awareness Global Assessment Technique (TSAGAT)).ResultsThe intraclass correlation was 0.54/0.83 (single/average measurements) for TEAM and 0.55/0.83 for ABCDE. According to the PSQ, the items in SAGAT were rated as relevant to the scenario by 96% of the participants. Cronbach’s alpha for SAGAT/TSAGAT for the two scenarios was 0.80/0.83 vs 0.62/0.76, and normed χ² was 1.72 vs 1.62.ConclusionTask performance, team performance and SA could be purposefully measured, and the reliability of the measurements was good.

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AI-Driven Personalized Learning in Cybersecurity Training

Rana,

Chicone

2025

Fortifying the Future

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Performance Measurement in Simulation-Based Training

Cited by 5 publications

References 1 publication

Students’ Perceptions of Learning in an Online Multiround Business Simulation Game: What Can We Learn from Them?

Students’ Perceptions of Learning in an Online Multiround Business Simulation Game: What Can We Learn from Them?

Reliability of instruments that measure situation awareness, team performance and task performance in a simulation setting with medical students

AI-Driven Personalized Learning in Cybersecurity Training

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