Developing a simulation-based mastery learning curriculum: Lessons from 11 years of advanced cardiac life support

Jeffrey H. Barsuk*, Elaine R. Cohen, Diane B. Wayne, Viva J. Siddall, William C. McGaghie

*Corresponding author for this work

Research output: Contribution to journalArticle

21 Scopus citations

Abstract

Curriculum development in medical education should follow a planned, systematic approach fitted to the needs and conditions of a local institutional environment and its learners. This article describes the development and maintenance of a simulation-based medical education curriculum on advanced cardiac life support skills and its transformation to a mastery learning program. Curriculum development used the Kern 6-step model involving problem identification and general needs assessment, targeted needs assessment, goals and objectives, educational strategies, implementation, and evaluation and feedback. Curriculum maintenance and enhancement and dissemination are also addressed. Transformation of the simulation-based medical education curriculum to a mastery learning program was accomplished after a 2-year phase-in trial. A series of studies spanning 11 years was performed to adjust the curriculum, improve checklist outcome measures, and evaluate curriculum effects as learning outcomes among internal medicine residents and improved patient care practices. We anticipate wide adoption of the mastery learning model for skill and knowledge acquisition and maintenance in medical education settings.

Original languageEnglish (US)
Pages (from-to)52-59
Number of pages8
JournalSimulation in Healthcare
Volume11
Issue number1
DOIs
StatePublished - Jan 1 2016

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Keywords

  • Advanced cardiac life support
  • Curriculum development
  • Mastery learning
  • Simulation

ASJC Scopus subject areas

  • Epidemiology
  • Medicine (miscellaneous)
  • Education
  • Modeling and Simulation

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