The Development of a Comprehensive School-Wide Simulation-Based Procedural Skills Curriculum for Medical Students

Sullivan, Maura; Nyquist, Julie; Etcheverry, Josette; Nally, Mary; Schaff, Pamela; Abbott, Allan; Elliott, Donna; Taylor, Clive

doi:10.1016/j.jsurg.2010.07.010

« Previous Next »Journal of Surgical Education
Volume 67, Issue 5 , Pages 309-315, September 2010

The Development of a Comprehensive School-Wide Simulation-Based Procedural Skills Curriculum for Medical Students

Maura Sullivan, PhD
- Department of Surgery, University of Southern California, Los Angeles, California
- Correspondence: Inquiries to Maura Sullivan, PhD, Keck School of Medicine, 1510 San Pablo Street, Ste 514, Los Angeles, CA 90089; fax: (323) 442 0350
Julie Nyquist, PhD
- Medical Education, University of Southern California, Los Angeles, California
Josette Etcheverry, RN
- Department of Surgery, University of Southern California, Los Angeles, California
Mary Nally, FNP
- Department of Surgery, University of Southern California, Los Angeles, California
Pamela Schaff, MD
- Office of the Deanand, Keck School of Medicine, University of Southern California, Los Angeles, California
Allan Abbott, MD
- Office of the Deanand, Keck School of Medicine, University of Southern California, Los Angeles, California
Donna Elliott, MD
- Office of the Deanand, Keck School of Medicine, University of Southern California, Los Angeles, California
Clive Taylor, MD
- Department of Pathology, Keck School of Medicine, University of Southern California, Los Angeles, California

published online 23 August 2010.

Objective

The purpose of this project was to assess the effectiveness of using the Delphi process to create a structured simulation-based procedural skills curriculum for all students at the Keck School of Medicine of the University of Southern California (KSOM).

Methods

The Delphi process was used to develop a list of procedural skills that students are expected to perform competently prior to graduation. Once consensus of faculty was reached, a needs assessment was performed to poll graduating seniors' experience performing each skill. A comprehensive simulation-based curriculum was developed and implemented for all Year II students at KSOM. Student satisfaction with the curriculum was collected using a standardized end-of-session evaluation form and student self confidence was assessed using a retrospective pre- and post-self-efficacy rating for each skill.

Results

The needs assessment clearly established the need for a more organized approach to teaching procedural skills at KSOM. Quantitative and qualitative data revealed that students responded favorably to the curriculum and appreciated the efforts put forth by KSOM. Student self-efficacy increased significantly for each skill.

Conclusions

The Delphi process was effective in reaching consensus among educational leaders at KSOM regarding which skills to include in the curriculum. Although there were a few minor challenges, we determined that it is feasible to develop and implement an explicit school-wide simulated-based procedural skills curriculum.

Key Words: curriculum development, Delphi process, procedural skills, medical education

Competency: Medical Knowledge, Practice-Based Learning and Improvement