Définir des priorités de recherche à l’échelle du Canada pour les programmes de simulation agréés par le Collège royal

To advance the field of health sciences simulation, research must be of high quality and would benefit from multi-institutional collaboration where centres can leverage and share expertise as well as work together to overcome limits to the generalizability of research findings from single-institution studies. A needs assessment in emergency medicine simulation has illustrated the importance of identifying research priorities in Canada. The main purpose of this study was to identify simulation research priority directions for Canadian simulation centres. The current survey study drew on 16 research priorities developed through a two-round internal Delphi study at McGill University that 15 of 17 simulation centre advisory board members participated in. The final 16 research priorities were then rated by a total of 18 of 24 simulation centre directors and/or delegates contacted from 15 of 19 Royal College of Physicians and Surgeons of Canada-accredited simulation centres in Canada. Results revealed 9 common research priorities that reached 70% or higher agreement for all respondents. We anticipate that our findings can contribute to building a shared vision of priorities, community, and collaboration to enhance health care simulation research quality amongst Canadian simulation centres.Pour faire progresser le domaine de la simulation en sciences de la santé, il faut tendre vers une recherche de haute qualité, qui serait favorisée par une collaboration multi-institutionnelle permettant aux programmes de tirer parti de leur expertise, de la partager et de surmonter les limites de la généralisabilité des résultats de recherche provenant d’études menées dans un seul établissement. Une évaluation des besoins en matière de simulation en médecine d’urgence a illustré l’importance de définir des priorités de recherche à l’échelle du Canada. Le principal objectif de cette étude était de dresser les orientations prioritaires des programmes de simulation canadiens pour la recherche en simulation. Elle est basée sur 16 priorités de recherche dégagées d’une étude Delphi à deux tours réalisée à l’Université [masqué], à laquelle 15 des 17 membres du comité consultatif de son centre de simulation ont participé. Les 16 priorités de recherche finales ont ensuite été évaluées par 18 des 24 directeurs ou délégués de centres de simulation contactés, provenant de 15 des 19 programmes de simulation agréés par le Collège royal des médecins et chirurgiens du Canada. Les résultats font état de neuf priorités de recherche communes ayant obtenu un taux d’accord de 70 % ou plus parmi l’ensemble des répondants. Nous pensons que nos résultats peuvent contribuer à l’élaboration d’une vision commune des priorités parmi les programmes de simulation canadiens, à la création d’une communauté de pratique et à une collaboration pour améliorer la qualité de la recherche en simulation dans le domaine des soins de santé

The Complexity of Young Learners: Rethinking Assessment Methodologies to Model Cognitive, Metacognitive, and Psychological Traits

Rapid changes to student demographics and learning environments call for reconceptualization of what and how we assess. There is growing consensus on the importance of assessing students’ growth in multidimensional traits such cognitive, affective, metacognitive, and psychological characteristics. However, traditional assessment methods rely on selected-response formats, which are poorly equipped to support valid interpretations about complex learner traits. This dissertation seeks to address methodological challenges with multimodal data sources by probing ways to profile students’ reading competencies with fine-grained processing skills, track changes in self-regulated learning behaviours over time, and model students’ writing competence as a function of reading comprehension and self-efficacy. These issues were addressed through three distinct empirical studies. The first study explored the potential of cognitive diagnostic modelling for profiling students’ reading achievement focusing on cognitive reading processes instead of aggregated total scores. Five core reading processing skills were identified through the content analysis of the curriculum expectations and subsequently were mapped onto assessment item specifications called a Q-matrix. Results demonstrated the prospective of profiling using processing skills. This calls for further research on the appropriate granularity of processing skills to maximize their interpretability and pedagogical usefulness for teachers and students. The second study examined the dynamic nature of self-regulated learning in a technology-rich learning environment. Latent transition analysis was employed to investigate how self-regulated learning progressed across two time points. Findings showed that learners displayed different combinations of judgment of learning and content evaluation to regulate learning at different times, revealing the transitory characteristic of self-regulated learning. The third study approached a long-standing challenge of utilizing written responses for assessment by investigating the potential of machine learning applications for automated scoring. Multinomial naïve Bayes was applied to investigate whether this method can accurately evaluate written responses. Results demonstrated that reading ability and self-efficacy could be accurate classification labels of written responses. Collectively, this dissertation explored the utility of multimodal data including responses to reading items, process data of self-regulated learning strategies, and written responses of reading comprehension. By applying measurement-modelling approaches on multimodal data, this dissertation demonstrated a broader capacity to understand multivariate learning characteristics.Ph.D

Identifying Royal College-accredited simulation centre research priorities across Canada

To advance the field of health sciences simulation, research must be of high quality and would benefit from multi-institutional collaboration where centres can leverage and share expertise as well as work together to overcome limits to the generalizability of research findings from single-institution studies. A needs assessment in emergency medicine simulation has illustrated the importance of identifying research priorities in Canada. The main purpose of this study was to identify simulation research priority directions for Canadian simulation centres. The current survey study drew on 16 research priorities developed through a two-round internal Delphi study at McGill University that 15 of 17 simulation centre advisory board members participated in. The final 16 research priorities were then rated by a total of 18 of 24 simulation centre directors and/or delegates contacted from 15 of 19 Royal College of Physicians and Surgeons of Canada-accredited simulation centres in Canada. Results revealed 9 common research priorities that reached 70% or higher agreement for all respondents. We anticipate that our findings can contribute to building a shared vision of priorities, community, and collaboration to enhance health care simulation research quality amongst Canadian simulation centres.Pour faire progresser le domaine de la simulation en sciences de la santé, il faut tendre vers une recherche de haute qualité, qui serait favorisée par une collaboration multi-institutionnelle permettant aux programmes de tirer parti de leur expertise, de la partager et de surmonter les limites de la généralisabilité des résultats de recherche provenant d’études menées dans un seul établissement. Une évaluation des besoins en matière de simulation en médecine d’urgence a illustré l’importance de définir des priorités de recherche à l’échelle du Canada. Le principal objectif de cette étude était de dresser les orientations prioritaires des programmes de simulation canadiens pour la recherche en simulation. Elle est basée sur 16 priorités de recherche dégagées d’une étude Delphi à deux tours réalisée à l’Université [masqué], à laquelle 15 des 17 membres du comité consultatif de son centre de simulation ont participé. Les 16 priorités de recherche finales ont ensuite été évaluées par 18 des 24 directeurs ou délégués de centres de simulation contactés, provenant de 15 des 19 programmes de simulation agréés par le Collège royal des médecins et chirurgiens du Canada. Les résultats font état de neuf priorités de recherche communes ayant obtenu un taux d’accord de 70 % ou plus parmi l’ensemble des répondants. Nous pensons que nos résultats peuvent contribuer à l’élaboration d’une vision commune des priorités parmi les programmes de simulation canadiens, à la création d’une communauté de pratique et à une collaboration pour améliorer la qualité de la recherche en simulation dans le domaine des soins de santé

A scoping review of emotions and related constructs in simulation-based education research articles

Abstract Background While acknowledgement of emotions’ importance in simulation-based education is emerging, there are concerns regarding how education researchers understand the concept of emotions for them to deliberately incorporate emotionally charged scenarios into simulation-based education. This concern is highlighted especially in the context of medical education often lacking strong theoretical integration. To map out how current simulation-based education literature conceptualises emotion, we conducted a scoping review on how emotions and closely related constructs (e.g. stress, and emotional intelligence) are conceptualised in simulation-based education articles that feature medical students, residents, and fellows. Methods The scoping review was based on articles published in the last decade identified through database searches (EMBASE and Medline) and hand-searched articles. Data extraction included the constructs featured in the articles, their definitions, instruments used, and the types of emotions captured. Only empirical articles were included (e.g. no review or opinion articles). Data were charted via descriptive analyses. Results A total of 141 articles were reviewed. Stress was featured in 88 of the articles, while emotions and emotional intelligence were highlighted in 45 and 34 articles respectively. Conceptualisations of emotions lacked integration of theory. Measurements of emotions mostly relied on self-reports while stress was often measured via physiological and self-report measurements. Negative emotions such as anxiety were sometimes seen as interchangeable with the term stress. No inferences were made about specific emotions of participants from their emotional intelligence. Conclusions Our scoping review illustrates that learners in simulation-based education are most often anxious and fearful. However, this is partially due to medical education prioritising measuring negative emotions. Further theoretical integration when examining emotions and stress may help broaden the scope towards other kinds of emotions and better conceptualisations of their impact. We call for simulation education researchers to reflect on how they understand emotions, and whether their understanding may neglect any specific aspect of affective experiences their simulation participants may have