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CHSE II
| Question | Answer |
|---|---|
| A simulation educator is implementing a consent form in a research study. Which must be included? | Statement that participation is voluntary and may be withdrawn at any time |
| A sim educator is advocating for expansion of simulation programming to hospital leadership. Which evidence is most compelling? | Improved learner transition to clinical practice |
| To best advocate for the adoption of simulation, where should research results be presented? | A forum attended by organizations not yet using simulation |
| What is the most important component of effective feedback to an instructor? | Clear expectations and performance standards |
| Which action best demonstrates leadership in simulation education? | Mentoring novice simulation faculty |
| Adding a camera at eye level on a simulator to show the patient’s view primarily demonstrates: | Innovation |
| What is essential for feedback to be safe and effective? | Established Trust |
| A learner requests accommodations for simulation. What is the most appropriate response? | Explain that the participant must document the request |
| A donor offers funding for simulation equipment that is to prioritize one discipline. What is the primary ethical concern? | Inequitable access for other learners |
| When developing a policy for live defibrillator use in simulation, what should guide decisions? | Regulatory and safety requirements |
| Who is most important to include during design of a scenario involving a L&D patient? | Subject matter expert to provide guidance on content validity |
| Which best supports that an evaluation tool is reliable | Similar scores across repeated administrations |
| A vendor self- published an evaluation tool with expert input. Which conclusion is most appropriate? | More statistical evidence is needed |
| A simulation educator wants to compare learner outcomes between two modalities. What should be done first? | Conduct a peer-reviewed literature search |
| Following a needs analysis, what is the next step in a research project? | Develop the research question |
| A study measuring CPR compression depth using a checklist represents which design? | Quantitative |
| Piloting a simulation before implementation represents which PDSA phase? | Do |
| A learner error caused panic during a simulation. What should the educator do in debriefing? | Normalize errors as a part of learning |
| A simulation is designed for the patient to die. What is most important to address in debriefing? | Participants may perceive death differently |
| A simulation includes sensory deprivation to mimic real conditions. The pre-briefing MUST include: | A safety word or phrase |
| What best incorporates DEI principles? | Training facilitators in inclusive discussion techniques |
| What should be emphasized when requesting funding for a self-directed robotic skills trainer? | Demonstrated skill improvement outcomes |
| Analyzing data from an in situ simulation in the ED primarily evaluates: | System and process performance |
| The use of simulation to compare defibrillators is an example of: | System and equipment evaluation |
| A simulation designed to measure learner performance is an example of: | Summative Assessment |
| When is prompting appropriate during summative assessment? | When scenario fidelity is compromised |
| Feedback tailored to learner progression represents: | Formative Feedback |
| What is the primary benefit of adding an IV task trainer? | Allows focus on technical skill acquisition |
| Allows focus on technical skill acquisition | Partial-task trainer |
| Recording equipment fails and video replay is unavailable. What is most important? | Learning can still occur without video |
| Which question best fits the summary phase of debrief? | How can this be applied to patient care? |
| Formative assessment | Feedback for learning and improvement |
| Summative assessment | Judgment of competence or achievement |
| Andragogy | Self-direction, Relevance, Internal Motivation, and Application of Experience. |
| Conceptual Fidelity | Focuses on the simulations internal consistency and accuracy. |
| Scaffolding | Applying temporary support and then removing it as learner competence increases. |
| Behaviorism | Repeating practices and giving rewards for correct actions. |
| Andragogy | Learner motivation related to relevance and experience. (A dog in the fight) |
Created by:
champton4