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10.15766/mep_2374-8265.11114 http://scihub22266oqcxt.onion/10.15766/mep_2374-8265.11114 33768146!7970643!33768146     free     free     free Deprecated: Implicit conversion from float 217.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 217.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 217.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 217.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534       MedEdPORTAL 2021 ; 17 (ä): 11114 Nephropedia Template TP {{tp|p=33768146|t=2021. Navigate the Challenges of Simulation for Assessment: A Faculty Development Workshop |pdf=|usr=}}{{33768146}} gab.com Text Navigate the Challenges of Simulation for Assessment: A Faculty Development Workshop JO: MedEdPORTAL http://www.kidney.de/pget.php?&tw=1&pmid=33768146 #FOAvip INTRODUCTION: Given barriers to learner assessment in the authentic clinical environment, simulated patient encounters are gaining attention as a valuable opportunity for competency assessment across the health professions. Simulation-based assessments offer advantages over traditional methods by providing realistic clinical scenarios through which a range of technical, analytical, and communication skills can be demonstrated. However, simulation for the purpose of assessment represents a paradigm shift with unique challenges, including preservation of a safe learning environment, standardization across learners, and application of valid assessment tools. Our goal was to create an interactive workshop to equip educators with the knowledge and skills needed to conduct assessments in a simulated environment. METHODS: Participants engaged in a 90-minute workshop with large-group facilitated discussions and small-group activities for practical skill development. Facilitators guided attendees through a simulated grading exercise followed by in-depth analysis of three types of assessment tools. Participants designed a comprehensive simulation-based assessment encounter, including selection or creation of an assessment tool. RESULTS: We have led two iterations of this workshop, including an in-person format at an international conference and a virtual format at our institution during the COVID-19 pandemic, with a total of 93 participants. Survey responses indicated strong overall ratings and impactfulness of the workshop. DISCUSSION: Our workshop provides a practical, evidence-based framework to guide educators in the development of a simulation-based assessment program, including optimization of the environment, design of the simulated case, and utilization of meaningful, valid assessment tools. Twit Text FOAVip Navigate the Challenges of Simulation for Assessment: A Faculty Development Workshop ????MedEdPORTAL http://www.kidney.de/pget.php?&tw=1&pmid=33768146 #FOAvip Twit Text # Free Paper on # # # # # LINK http://www.kidney.de/pget.php?&tw=1&pmid=33768146 #FOAvip English Wikipedia <ref>{{Cite pmid|33768146}}</ref> Navigate the Challenges of Simulation for Assessment: A Faculty Development Workshop #MMPMID33768146 Koster MA; Soffler M MedEdPORTAL 2021[Mar]; 17 (ä): 11114 PMID33768146show ga INTRODUCTION: Given barriers to learner assessment in the authentic clinical environment, simulated patient encounters are gaining attention as a valuable opportunity for competency assessment across the health professions. Simulation-based assessments offer advantages over traditional methods by providing realistic clinical scenarios through which a range of technical, analytical, and communication skills can be demonstrated. However, simulation for the purpose of assessment represents a paradigm shift with unique challenges, including preservation of a safe learning environment, standardization across learners, and application of valid assessment tools. Our goal was to create an interactive workshop to equip educators with the knowledge and skills needed to conduct assessments in a simulated environment. METHODS: Participants engaged in a 90-minute workshop with large-group facilitated discussions and small-group activities for practical skill development. Facilitators guided attendees through a simulated grading exercise followed by in-depth analysis of three types of assessment tools. Participants designed a comprehensive simulation-based assessment encounter, including selection or creation of an assessment tool. RESULTS: We have led two iterations of this workshop, including an in-person format at an international conference and a virtual format at our institution during the COVID-19 pandemic, with a total of 93 participants. Survey responses indicated strong overall ratings and impactfulness of the workshop. DISCUSSION: Our workshop provides a practical, evidence-based framework to guide educators in the development of a simulation-based assessment program, including optimization of the environment, design of the simulated case, and utilization of meaningful, valid assessment tools. |*COVID-19/epidemiology/prevention & control[MESH] |Clinical Competence/*standards[MESH] |Clinical Decision-Making/*methods[MESH] |Clinical Reasoning[MESH] |Curriculum[MESH] |Education, Medical/methods/trends[MESH] |Education/*organization & administration[MESH] |Faculty/*standards[MESH] |Humans[MESH] |Interprofessional Education/methods/organization & administration[MESH] |SARS-CoV-2[MESH] |Simulation Training/*methods[MESH] |Social Environment[MESH]Navigate the Challenges of Simulation for Assessment: A Faculty Develo(epmc).pdf DeepDyve Pubget Overpricing