Table 2 Pilot and Revised Curriculum Description
From: Simulation-based curriculum development: lessons learnt in Global Health education
| Kern Steps | Pilot Curriculum | Revised Curriculum |
|---|---|---|
| Kern 1 and 2: Needs Assessment | • Faculty and resident survey which focused on learner needs with the following key components: building differential diagnoses, critical care resuscitation, communication and team leadership | • Focused on resources (based on barriers identified in the pilot curriculum and lessons learnt) |
| Kern 3: Goals and Objectives |
• Junior residents: history gathering, formulation of differential diagnosis and basic patient stabilization • Senior residents: advanced resuscitation, team leadership, communication and task switching | • Unchanged |
| Kern 4: Educational Strategies |
• 4-year curriculum • Individual (1, 2) and small (3, 4) group 2-h sessions • Faculty time: Thirty 2-h sessions in a year • Most sessions during resident off-duty hours • Train the trainer program (for PGY3) where seniors will eventually implement sessions • Session specific objectives |
• 2- year curriculum • Medium (4, 5) group 40-min sessions • Residents grouped by PGY level • Faculty time: Monthly (12) 2-h blocks of time • During resident weekly conferences • 40-min modules, repeated 3 times (2-h blocks) • Modules’ objectives and complexities were tailored to the trainees’ level |
| Kern 5: Implementation |
• 1 visiting faculty and 1 local faculty with limited protected time for simulation • Six 2-h sessions took place: - 5 for seniors during the weekly education conference (4 by a visiting and 1 by local faculty) - 1 for junior residents outside of weekly education conference |
• 2 local faculty with protected time for resident education • Twenty-four 40-min sessions took place over 8 weekly conferences • Inclusion of nurses in the scenarios to increase credibility |
| Kern 6: Evaluation/Outcomes |
• Poor curriculum feasibility, barriers recognized (Table 2) • No formal evaluations of modules due to limited implementation • Unable to implement the “train the trainer” program due to resident time constraints | • Session evaluations completed after each session and end of year curriculum evaluation Positive feedback received on the individual modules and on the curriculum as a whole |