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J Endourol. 2018 Feb;32(2):84-93. doi: 10.1089/end.2017.0650.

Competency-Based Training and Simulation: Making a "Valid" Argument.

Author information

1
1 Department of Surgery, WWAMI Institute for Simulation in Healthcare (WISH), University of Washington , Seattle, Washington.
2
2 Department of Urology, Benha Faculty of Medicine, Benha University , Benha, Egypt .
3
3 Division of Urology, University Health Network, University of Toronto , Toronto, Ontario.
4
4 Department of Urologic Sciences, University of British Columbia , Vancouver, British Columbia, Canada .
5
5 Department of Urology, University of Washington , Seattle, Washington.

Abstract

The use of simulation as an assessment tool is much more controversial than is its utility as an educational tool. However, without valid simulation-based assessment tools, the ability to objectively assess technical skill competencies in a competency-based medical education framework will remain challenging. The current literature in urologic simulation-based training and assessment uses a definition and framework of validity that is now outdated. This is probably due to the absence of awareness rather than an absence of comprehension. The following review article provides the urologic community an updated taxonomy on validity theory as it relates to simulation-based training and assessments and translates our simulation literature to date into this framework. While the old taxonomy considered validity as distinct subcategories and focused on the simulator itself, the modern taxonomy, for which we translate the literature evidence, considers validity as a unitary construct with a focus on interpretation of simulator data/scores.

KEYWORDS:

assessment; competency-based education; surgeons; trainees; urology; validity

PMID:
29437497
DOI:
10.1089/end.2017.0650
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