CHSE COMPREHENSIVE EXAM QUESTIONS AND
SOLUTIONS RATED A+
✔✔Blooms Taxonomy - ✔✔1) Remember (recall facts) - Define, duplicate, list,
memorize, repeat
2) Understand (Explain ideas or concepts) - describe, discuss, explain
3) Apply (Use information in a new situation) - execute, implement, solve, use)
4) Analyze (Draw conclusions among ideas) - relate, compare, differentiate
5) Evaluate (justify a stand or decision) - appraise, argue, defend, judge
6) Create (Produe new or original work) design, assemble, construct, develop
✔✔Educational Strategies to reflect the learning objectives
(competency should be demonstrated) - ✔✔Manikin sim
SPs
Lectures
Assigned reading
Small groups
Problem based learning
✔✔Implementation - ✔✔* Obtain institutional support
* Identify resources
* Overcome barriers to implementation
- is piloting this program necessary
- timeline for curriculum integration
✔✔Problem Identification/Needs Assessment - ✔✔Who does it effect:
Patients? Providers? Society in general?
Quality of life, health care needs, Clinical resources?
✔✔Regulatory elements of simulation - ✔✔Certification
Licensure
Standardization
Competency Assessment
Policies and Procedures
Standard operating procedures
Simulation program accreditation
✔✔Evaluation & Feedback - ✔✔Formative - ongoing feedback to the learner to improve
the process
Summative - An evaluation of the learner
- evaluate the facilitator
- evaluate the curriculum and program effectiveness
✔✔Feedback (unidirectional) - ✔✔Unidirectional communication about a recipient;s
behavior
, ✔✔Debriefing (bi-directional) - ✔✔Represents a subgroup of feedback techniques
Bi-directional and Reflective in nature of discussion
✔✔Deliberate Practice - ✔✔*Repetitive practice
* Rigorous skills assessment
* Specific, informative feedback
* Better skills performance, in a controlled setting
✔✔Feedback delivery (as long as it is part of the learning process) - ✔✔* by instructor
* by a machine
* by a computer
* by a patient (SP)
* by other learners
✔✔Effective Feedback Tips - ✔✔* base on direct observation
* timely and a regular occurrence
* begin with learners self-assessment skills
* Reinforce and correct observed behaviors
* Use specific, neutral language to focus on performance
* Confirm the learners understanding and facilitate acceptance
* Conclude with an action plan
✔✔Reflective Practice - ✔✔Explore, question
Assessment of relevance
Define rationale for actions taken
The how, what and why of thinking discovered during learner-centered
✔✔Guidelines for Debriefing - ✔✔Facilitator educated in the art of debriefing
Creating an environment conductive to the debriefing process (safe)
Facilitator needs to have observed the simulation education session
Incorporate a structure or formal framework for the debriefing (HOPEFUL)
Aligns with objectives for the simulation education session
✔✔Open Dialogue Format - ✔✔Utilizing reflective conversations to gain an
understanding of the thinking
Gain perceptions regarding the experience
Demeanor: positive and welcoming
✔✔Conductive Debriefing - ✔✔Begin with rules of engagement
Develop trust
Non-judge mental atmosphere (safe)
Open communication
Incorporate all learners
Designated debriefing room and/or in the simulated area
SOLUTIONS RATED A+
✔✔Blooms Taxonomy - ✔✔1) Remember (recall facts) - Define, duplicate, list,
memorize, repeat
2) Understand (Explain ideas or concepts) - describe, discuss, explain
3) Apply (Use information in a new situation) - execute, implement, solve, use)
4) Analyze (Draw conclusions among ideas) - relate, compare, differentiate
5) Evaluate (justify a stand or decision) - appraise, argue, defend, judge
6) Create (Produe new or original work) design, assemble, construct, develop
✔✔Educational Strategies to reflect the learning objectives
(competency should be demonstrated) - ✔✔Manikin sim
SPs
Lectures
Assigned reading
Small groups
Problem based learning
✔✔Implementation - ✔✔* Obtain institutional support
* Identify resources
* Overcome barriers to implementation
- is piloting this program necessary
- timeline for curriculum integration
✔✔Problem Identification/Needs Assessment - ✔✔Who does it effect:
Patients? Providers? Society in general?
Quality of life, health care needs, Clinical resources?
✔✔Regulatory elements of simulation - ✔✔Certification
Licensure
Standardization
Competency Assessment
Policies and Procedures
Standard operating procedures
Simulation program accreditation
✔✔Evaluation & Feedback - ✔✔Formative - ongoing feedback to the learner to improve
the process
Summative - An evaluation of the learner
- evaluate the facilitator
- evaluate the curriculum and program effectiveness
✔✔Feedback (unidirectional) - ✔✔Unidirectional communication about a recipient;s
behavior
, ✔✔Debriefing (bi-directional) - ✔✔Represents a subgroup of feedback techniques
Bi-directional and Reflective in nature of discussion
✔✔Deliberate Practice - ✔✔*Repetitive practice
* Rigorous skills assessment
* Specific, informative feedback
* Better skills performance, in a controlled setting
✔✔Feedback delivery (as long as it is part of the learning process) - ✔✔* by instructor
* by a machine
* by a computer
* by a patient (SP)
* by other learners
✔✔Effective Feedback Tips - ✔✔* base on direct observation
* timely and a regular occurrence
* begin with learners self-assessment skills
* Reinforce and correct observed behaviors
* Use specific, neutral language to focus on performance
* Confirm the learners understanding and facilitate acceptance
* Conclude with an action plan
✔✔Reflective Practice - ✔✔Explore, question
Assessment of relevance
Define rationale for actions taken
The how, what and why of thinking discovered during learner-centered
✔✔Guidelines for Debriefing - ✔✔Facilitator educated in the art of debriefing
Creating an environment conductive to the debriefing process (safe)
Facilitator needs to have observed the simulation education session
Incorporate a structure or formal framework for the debriefing (HOPEFUL)
Aligns with objectives for the simulation education session
✔✔Open Dialogue Format - ✔✔Utilizing reflective conversations to gain an
understanding of the thinking
Gain perceptions regarding the experience
Demeanor: positive and welcoming
✔✔Conductive Debriefing - ✔✔Begin with rules of engagement
Develop trust
Non-judge mental atmosphere (safe)
Open communication
Incorporate all learners
Designated debriefing room and/or in the simulated area
