Gersten Jonker

A better transition with the ACTY   123 5 manikin featured a wide range of sounds and pulsations and could be connected to a monitor. Props such as white coats, drug carts, telephone system, disposables and relevant working equipment resulted in an authentic hospital-like environment [4]. Wedeviseddetailed scenario-specific checklists of expected actions and important steps in the management of the case. Assessment, by the simulation center faculty, entailed clinical reasoning, clinical judgment and technical and behavioral skills including communication and crisis resource management. We did not use video recordings. Assessors rated checklist items on a three-point scale (done adequately – done incompletely or not timed well – done insufficiently or omitted. Assessors completed the paper-based scoring checklist during and directly after skill performance. Facilitators debriefed participants after each scenario to foster learning and well-being. Pre- and post-test Every six weeks, students could commence in their transitional year and, normally, would graduate a year later. Therefore, we organized a test instance every six weeks. At one instance, all participants took the same test, either as pre-test or post-test. Participants in the intervention group and student control group attended the pre-test before starting in their final year rotations and the post-test in about the last month of their final year. We informed all participants about the aim of the study and assessment procedures. Participants agreed not to disclose exam content to their peers. To complete the assessment participants attended two separate half-days within a timeframe of one week. On the first half-day, he knowledge test, CBDs and OSCEs took place at University Medical Center Utrecht, the Netherlands. With preparation and rest stations, this part had a duration of three hours. On the second half-day, simulations took place at the simulation center of Rijnstate Hospital, Velp, the Netherlands. With induction, briefing, rest and waiting time and debriefing, this part took about three hours. One of the authors (GJ) supervised all assessment instances, assuring that the assessment elements together were a representative coverage of the domain. We ran 25 test instances, which were highly similar. Participants’ pre-test content was different from their post-test. Marshalls coordinated the assessment, managed time protocols, to create equal opportunities for participants between instances and reduce random and systematic error.