Evaluation of Learning and Performance One cannot determine if SBE Outcomes and/or Learning Objectives have been achieved without some form of evaluation process.
Box. 10 Healthcare Simulation Standards of Best Practice: Evaluation of Learning and Performance 17
Criterion
Summary of Elements
Determine the method of learner evaluation before the SBE.
▪ Formative evaluation is conducted to facilitate teaching and learning in knowledge, skills, and attitudes, provide feedback, and monitor progress toward achieving outcomes and clinical competencies. ▪ Consider using the appropriate group ratio to optimize learning and the most appropriate evaluation tool. ▪ Summative evaluation is conducted to evaluate learning, skill acquisition, and academic achievement at the conclusion of a defined period, such as completion of a course and ▪ after learners are informed of the evaluation process. ▪ High-stakes evaluation is conducted based on specific learner objectives to determine competence, gaps in knowledge, skills, behaviors and/or to identify safety issues. ▪ They are conducted after the learner has had multiple exposures to various SBEs including those with summative evaluations and the potential implications have been explained to the learners.
SBEs may be selected for formative evaluation.
SBEs may be selected for summative evaluation.
SBEs may be selected for high- stakes evaluation
Simulation based education provides health care students with realistic and meaningful experiential learning opportunities. However, like producing a play, simulations are challenging to design and deliver. Educators wishing to embed simulations in their curriculum benefit from adhering as closely as possible to the established guidelines published by INACSL for effective learning.
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