• Ernest E Wang, Jennifer Beaumont, Morris Kharasch, and John A Vozenilek.
• Evanston Northwestern Healthcare, Division of Emergency Medicine, Center on Outcomes, Research, and Education, Evanston, IL, USA. ernestwangmd@yahoo.com
• Acad Emerg Med. 2008 Nov 1;15(11):1207-10.

ObjectivesUtilization of simulation-based training has become increasingly prevalent in residency training. The authors compared emergency medicine (EM) resident feedback for simulation sessions to traditional lectures from an EM residency didactic program.MethodsThe authors performed a retrospective review of all written EM conference evaluations over a 29-month period. Evaluation questions were scored on a 1-9 Likert scale.ResultsLectures and simulation accounted for 77.6 and 22.4% of the conferences, respectively. Scored means (+/-standard deviations [SDs]) were as follows: overall, lecture 7.97 +/- 0.74 versus simulation 8.373 +/- 0.44 (p < 0.01); Question 1, lecture 7.97 +/- 0.74 versus simulation 8.40 +/- 0.43 (p < 0.005); Question 2, lecture 7.92 +/- 0.74 versus simulation 8.34 +/- 0.48 (p < 0.01); Question 3, lecture 8.01 +/- 0.77 versus simulation 8.26 +/- 0.51 (p < 0.15); and Question 4, lecture 8.00 +/- 0.75 versus simulation 8.42 +/- 0.46 (p < 0.01). There was no longitudinal decay of scores.ConclusionsEmergency medicine residents scored simulation-based sessions higher than traditional lectures. The scores over time suggest that this preference for simulation can be sustainable long term. Residents perceive simulation as more desirable teaching method compared to the traditional lecture format.

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