• Chih-Wei Yang, Shih-Chi Ku, Matthew Huei-Ming Ma, Tzong-Shinn Chu, and Shan-Chwen Chang.
• Department of Medical Education, National Taiwan University Hospital, Taipei, Taiwan; Department of Emergency Medicine, National Taiwan University Hospital, Taipei, Taiwan; Department and Graduate Institute of Medical Education and Bioethics, College of Medicine, National Taiwan University, Taipei, Taiwan.
• J Formos Med Assoc. 2019 Sep 1; 118 (9): 1347-1355.

Background/PurposeThis study was conducted to assess: 1) the impact of the HFS curriculum on residents' knowledge and skills, and 2) the correlation between learning outcomes and the clinical performance.MethodsAn HFS-based curriculum was implemented for junior residents prior to their ICU rotations. Residents completed written tests before (pre-test) and after (post-test) the curriculum and were assessed on their performance during the simulation sessions. Clinical performance was evaluated using global rating for knowledge, clinical skills, and leadership and decision-making skills.ResultsComplete data on pre-, post-test, simulation performance assessment, and clinical performance evaluation were available for 69 residents. Residents scored higher on their written post-test (64.6) compared with the pre-test (57.0) (p < 0.01). The simulation performance of residents improved between their first (3.43) and second (3.60) sessions (p < 0.05). Post-test scores correlated poorly with simulation performance (r = 0.03-0.28). Multivariable linear regression analysis revealed that clinical performance correlated better and significantly with simulation performance than the post-test for knowledge and clinical skills.ConclusionHFS is an effective training strategy, and can also be a complementary assessment tool to the written examinations and has better correlation with clinical performance.Copyright © 2018 Formosan Medical Association. Published by Elsevier B.V. All rights reserved.

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