Background
We systematically reviewed the literature concerning simulation-based teaching and
assessment of the Accreditation Council for Graduate Medical Education professionalism
competencies to elucidate best practices and facilitate further research.
Methods
A systematic review of English literature for “professionalism” and “simulation(s)”
yielded 697 abstracts. Two independent raters chose abstracts that (1) focused on
graduate medical education, (2) described the simulation method, and (3) used simulation
to train or assess professionalism. Fifty abstracts met the criteria, and seven were
excluded for lack of relevant information. The raters, 6 professionals with medical
education, simulation, and clinical experience, discussed 5 of these articles as a
group; they calibrated coding and applied further refinements, resulting in a final,
iteratively developed evaluation form. The raters then divided into 2 teams to read
and assess the remaining articles. Overall, 15 articles were eliminated, and 28 articles
underwent final analysis.
Results
Papers addressed a heterogeneous range of professionalism content via multiple methods.
Common specialties represented were surgery (46.4%), pediatrics (17.9%), and emergency
medicine (14.3%). Sixteen articles (57%) referenced a professionalism framework; 14
(50%) incorporated an assessment tool; and 17 (60.7%) reported debriefing participants,
though in limited detail. Twenty-three (82.1%) articles evaluated programs, mostly
using subjective trainee reports.
Conclusion
Despite early innovation, reporting of simulation-based professionalism training and
assessment is nonstandardized in methods and terminology and lacks the details required
for replication. We offer minimum standards for reporting of future professionalism-focused
simulation training and assessment as well as a basic framework for better mapping
proper simulation methods to the targeted domain of professionalism.
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Article info
Publication history
Published online: May 17, 2016
Accepted:
March 11,
2016
Footnotes
This work was primarily conducted at the University of Chicago. Supported by a grant from the Arnold P. Gold Foundation.
Identification
Copyright
© 2016 Elsevier Inc. All rights reserved.
