• Irina Charania, Karl Weiss, Andrew J West, Seana Martin, Manon Ouellet, and Roger Cook.
• University of Calgary, Calgary, Alberta.
• Can J Respir Ther. 2016 Jan 1; 52 (4): 114-117.

AbstractClinical simulation has become established as a commonly used educational approach in respiratory therapy, though questions remain with regards to the evidence basis for its use in some contexts. In conjunction with the development of a new iteration of the National Competency Framework (NCF), the National Alliance of Respiratory Therapy Regulatory Bodies (NARTRB) reaffirmed its desire to continue to recognize the use of simulation as an educational tool. Given the expressed uncertainty as to best practices in the use of clinical simulation in entry-to-practice respiratory therapy education programs, the NARTRB requested the creation of an expert workgroup to develop a list of recommendations from which an implementation plan could be developed for the next iteration of the NCF. The resulting advisory workgroup recommendations are intended to inform the application of simulation in education programs relative to the attainment of entry-to-practice competencies as outlined in the current National Competency Profile. The recommendations presented focus on the use of clinical simulation for formative and summative assessment of respiratory therapy competencies. The recommendations indicate that the use of formative assessment in clinical simulations along with deliberate practice has been clearly shown to improve learning outcomes for which the simulations are designed. However, it is advised that the use of clinical simulation for the summative assessment of competency (e.g., to assess readiness for practice) be exercised cautiously in the context of respiratory therapy education. A number of requisite instructional design factors that should be considered before implementing summative simulation-based assessments are identified, including the validation of summative assessment tools.

4 keywords...

hide…