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Abstract Details

Development and Validation of Simulation Scenarios for Performance Assessment in Neurological Emergencies
Research Methodology, Â鶹´«Ã½Ó³»­, and History
S39 - Â鶹´«Ã½Ó³»­ Research and Research Methodology (3:52 PM-4:03 PM)
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To develop and validate simulation scenarios for performance assessment in neurological emergencies
A critical aspect of education is development of evaluation techniques that asses learners' performance in settings that reflect actual clinical practice.  Simulation-based assessment affords the opportunity to standardize evaluations in a realistic setting, but requires validation. 
We used a modified Delphi method to develop simulations for performance assessment in neurological emergencies.  We identified topics from the Neurocritical Care Society’s Emergency Neurological Life Support (ENLS) course, cross-referenced with the Â鶹´«Ã½Ó³»­’s resident core curriculum.  We constructed checklists of action items and communication skills, merging ENLS checklists with relevant guidelines.  Participants include neurology sub-interns, neurology residents, neurosurgery interns, non-neurology critical care fellows, neurocritical care fellows, and neurocritical care attending physicians.  Performance is evaluated by 2 raters and inter-rater reliability will be established via the kappa statistic.   Participants measure content validity by Likert scales.  Generalizability theory will be utilized to determine if simulations can discriminate among levels of participants (concurrent validation).  Measures of convergent and divergent validation will also be obtained. 
Ten simulation scenarios were developed.  So far, 24 participants have taken part in 76 simulation scenarios.  The mean satisfaction score among for the simulation scenarios was 6.75/7.  The mean score for realism of the cases was 6.25/7.  All participants agreed or strongly agreed that the simulations increased their experience, proficiency, and confidence in treating neurological emergencies.  All participants agreed or strongly agreed that they would benefit from more simulation in their training and that they prefer simulation to didactic teaching for learning about neurological emergencies.  
Simulation scenarios with content validity can be created to assess performance in neurological emergencies.  Measures of concurrent, convergent, and divergent validity are pending.  Once validated, these simulation scenarios will serve as performance measures for future curriculum reform.
Authors/Disclosures
Nicholas A. Morris, MD, FÂ鶹´«Ã½Ó³»­ (University of Maryland Medical Center)
PRESENTER 		The institution of Dr. Morris has received research support from National Institute of Neurological Disorders and Stroke. The institution of Dr. Morris has received research support from Â鶹´«Ã½Ó³»­. The institution of Dr. Morris has received research support from National Institute of Neurological Disorders and Stroke. Dr. Morris has received personal compensation in the range of $500-$4,999 for serving as a Webinar Speaker with Kreg Therapeutics. Dr. Morris has a non-compensated relationship as a Editorial Board Member with Â鶹´«Ã½Ó³»­ that is relevant to Â鶹´«Ã½Ó³»­ interests or activities. Dr. Morris has a non-compensated relationship as a Editorial Board Member with Neurocritical Care Society that is relevant to Â鶹´«Ã½Ó³»­ interests or activities.
No disclosure on file
No disclosure on file
No disclosure on file
No disclosure on file