CHSE QUESTIONS AND SOLUTIONS RATED A+
✔✔validity - ✔✔ideally simulation evaluation instruments validly measure each of the
three domains of student performance (cognitive, psychomotor, affective)
types include
1. content validity
2. construct validity
3. face validity
4. predictive ability
✔✔reliability - ✔✔see image
✔✔content validity - ✔✔refers to the appropriateness of each item and
comprehensiveness of the measurement
✔✔construct validity - ✔✔refers to the process of establishing that an action accurately
represents the concept being evaluated
✔✔face validity - ✔✔does the evaluation tool appear to be measuring the concept it is
supposed to measure
✔✔predictive ability - ✔✔is there a correlation between the responses and an
expectation
✔✔feasability - ✔✔there should be possibilities for replication of some or nearly all of
the essential aspects of clinical situation so that the situation can be readily understood
and managed when it occurs in actual clinical practice
✔✔fidelity - ✔✔
✔✔four step evaluation debriefing process - ✔✔step 1: compare the performance to the
learning objectives and note any discrepancies
step 2: tell the learners about the discrepancy
step 3: identify why the discrepancy took place
step 4: facilitate eliminating the discrepancy through instruction
✔✔funneling debriefing - ✔✔learners are guided through debrief but debriefer does not
comment
✔✔Miller's pyramid - ✔✔1. knows
, 2. knows how
3. shows how
4. does
✔✔summative evaluation - ✔✔Evaluation conducted after instruction to assess
students' final achievement.
✔✔formative Evaluation - ✔✔evaluation that occurs during instruction to help guide it
✔✔framing debriefing - ✔✔presenting the simulation experience in a relevant way
✔✔frontloading debriefing - ✔✔providing specific questions before to guide the
debriefing
✔✔plus/delta - ✔✔positive and negative outcomes are listed in column format
✔✔Good Cop/Bad Cop debriefing - ✔✔used when there is more then 2 debriefer
(provides opposing sides to an issue)
✔✔advocacy inquiry debriefing - ✔✔debriefing with hood judgement
SIM educator is patient advocate and uses I questions then the learner is asked to
describe the thought process
✔✔case review debriefing - ✔✔an organized review of the patient condition starting with
diagnosis and then a review of systems
✔✔functional fidelity - ✔✔degree of functionality in the simulator
✔✔task fidelity - ✔✔how authentic the SIM activity is to the real simulation
✔✔physical fidelity - ✔✔the reality of the physical environment
✔✔psychological fidelity - ✔✔amount of suspension of disbelief on the part of the
learner
✔✔TeamSTEPPS - ✔✔Team Strategies and Tools to Enhance Performance and
Patient Safety
four key skills emphasized
1. leadership
2. communication
✔✔validity - ✔✔ideally simulation evaluation instruments validly measure each of the
three domains of student performance (cognitive, psychomotor, affective)
types include
1. content validity
2. construct validity
3. face validity
4. predictive ability
✔✔reliability - ✔✔see image
✔✔content validity - ✔✔refers to the appropriateness of each item and
comprehensiveness of the measurement
✔✔construct validity - ✔✔refers to the process of establishing that an action accurately
represents the concept being evaluated
✔✔face validity - ✔✔does the evaluation tool appear to be measuring the concept it is
supposed to measure
✔✔predictive ability - ✔✔is there a correlation between the responses and an
expectation
✔✔feasability - ✔✔there should be possibilities for replication of some or nearly all of
the essential aspects of clinical situation so that the situation can be readily understood
and managed when it occurs in actual clinical practice
✔✔fidelity - ✔✔
✔✔four step evaluation debriefing process - ✔✔step 1: compare the performance to the
learning objectives and note any discrepancies
step 2: tell the learners about the discrepancy
step 3: identify why the discrepancy took place
step 4: facilitate eliminating the discrepancy through instruction
✔✔funneling debriefing - ✔✔learners are guided through debrief but debriefer does not
comment
✔✔Miller's pyramid - ✔✔1. knows
, 2. knows how
3. shows how
4. does
✔✔summative evaluation - ✔✔Evaluation conducted after instruction to assess
students' final achievement.
✔✔formative Evaluation - ✔✔evaluation that occurs during instruction to help guide it
✔✔framing debriefing - ✔✔presenting the simulation experience in a relevant way
✔✔frontloading debriefing - ✔✔providing specific questions before to guide the
debriefing
✔✔plus/delta - ✔✔positive and negative outcomes are listed in column format
✔✔Good Cop/Bad Cop debriefing - ✔✔used when there is more then 2 debriefer
(provides opposing sides to an issue)
✔✔advocacy inquiry debriefing - ✔✔debriefing with hood judgement
SIM educator is patient advocate and uses I questions then the learner is asked to
describe the thought process
✔✔case review debriefing - ✔✔an organized review of the patient condition starting with
diagnosis and then a review of systems
✔✔functional fidelity - ✔✔degree of functionality in the simulator
✔✔task fidelity - ✔✔how authentic the SIM activity is to the real simulation
✔✔physical fidelity - ✔✔the reality of the physical environment
✔✔psychological fidelity - ✔✔amount of suspension of disbelief on the part of the
learner
✔✔TeamSTEPPS - ✔✔Team Strategies and Tools to Enhance Performance and
Patient Safety
four key skills emphasized
1. leadership
2. communication
