Innovations in applied health: Evaluating a simulation-enhanced, interprofessional curriculum

Figures & data

Figure 1. Integration of clinical preparedness skills under the Michener NCM.

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Practice points

Medical teachers must continue to research innovative teaching tools in order to successfully bridge the common gap between didactic education and clinical practice. Curriculum evaluation must be implemented in parallel with curriculum reform and improvements adopted as best practices are revealed by students, educators, and curriculum planners. In order to effectively implement IPE and simulation-based curricula, educators must be provided the appropriate professional development to equip them with the necessary teaching tools for success. Simulation cannot replace didactic or clinical education, but can provide significant benefits to enhance student learning in these areas.

Figure 2. (a) Traditional “Silo” curriculum model (with Didactic-Clinical gap) and (b) Michener NCM Design.

Figure 3. Clinical educator assessments of cohort differences (all Michener programs). Ratings of student cohorts were collected using a five-point Likert scale. Note: *Percentage represents a significant majority of clinical educator responses.

Figure 4. Clinical educator assessments of cohort differences, by program. Ratings of student cohorts were collected using a five-point Likert scale. Note: *Percentage represents a significant majority of clinical educator responses.

Figure 5. Clinical educator assessments of cohort differences by clinical preparedness skills. Notes: Technical skills were rated as improved by a significant majority of educators when compared to previous cohorts. Ratings of student cohorts were collected using a five-point Likert scale. Average scores: core skills: 3.59; technical skills: 3.85; and IPC skills: 3.56. *Percentage represents a significant majority of clinical educator responses.

Figure 6. RT: Student assessments of clinical readiness. Percentage of students who agreed or strongly agreed (3,4) on a four-point Likert scale with the statement: “The simulated clinical semester prepared me well for my clinical rotation.” Due to implementation issues resolved in year two of the program, ratings from 2009 to 2010 RT graduates significantly improved.

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Survey scale for questions #1-2:

– Much worse than previous cohorts

– Somewhat worse than previous cohorts

– No difference

– Somewhat better than previous cohorts

– Much better than previous cohorts

N/A – No opportunity to observe