Pre-course information

  • 1) Please indicate if the course had any pre-course reading materials?

  • 2) What type of material was included in the pre-course reading?

Course Administration

  • 1 Was an attendance record taken?

  • Was a timetable provided/on display

  • Image of timetable

  • Did the course follow the timetable?

  • 3) Was the necessary consent obtained for research/photography etc?

Pre-briefing/Faculty Meeting at start of day

  • 1) Did faculty attend a pre-course brief?

  • 2) What did the pre-brief cover?

Educational Activities

  • 1) Which simulation modality was being observed?

  • How appropriate were the simulation modalities to the learning objectives?

  • 2) Comments on the simulation fidelity

  • 3) Were any other teaching modalities employed as part of the course?

  • 4) What (if any) assessment was used for the course?

Simulation/Learning Environment

  • 1) What best describes the environment of the educational activities?

  • 2) Was there a designated and private area for debriefing?


  • 1) What was the total number of faculty and facilitators on the course (excluding actors)?

  • 1) Was there a technician?

  • How many

  • 2) Were there debriefers (of any level)

  • How many

  • 4) Were there novice debriefers

  • How many

  • 5) Were there intermediate debriefers?

  • How many

  • 6) Were there advanced debriefers?

  • How many

  • 7) Were there actor(s)

  • How many

  • 2) Did the course use faculty as:


  • 1) How many participants were booked onto the course?

  • 2) How many participants attended the course?

  • 3) Is the course interprofessional? (More than 2 professions participating)

  • 4) Which of the following professions were represented?

Desired/Defined Learning Objectives

  • 1) Please indicate how many specific measurable objectives participants are expected to achieve during simulation based course

Preparation/pre-briefing of learners for the course

The simulation orientation covered which of the following?

  • intro to other participants

  • intro to faculty and roles

  • course aims and objectives

  • modality being used

  • use of social media

2) The environmental orientation covered which of the following?

  • Housekeeping and safety information (eg fire exits)

  • orientation to the simulated environment

  • orientation to manikins

3) Professionalism: please indicate if the course introduction discussed covered the following:

  • The need to demonstrate professional and ethical behaviour

  • An expectation of giving and seeking constructive feedback

  • An expectation of mutual respect

Psychological & physical safety

  • 4) Did the facilitator indicate that simluation is used as a safe learning environment which permits mistakes and/or whether the course was being used as an assessment?

  • 5) Did the facilitator indicate that the debrief formats are designed to allow a safe environment for participants to share thoughts/feelings/perceptions without the risk of retribution or embarrassment?


  • 1) Did the participants receive a scenario brief

  • In what form was the scenario brief?

  • 2) How many simulated scenarios were there

  • 3) Were the scenarios relevant to the learners' level and previous experience?

  • 4) Was an embedded participant (plant) used?

  • 4) Please indicate if the influence of the embedded participant (plant) was:

Formative feedback

  • 1) In the situation where clinical or professional performance is identified as a concern, please indicate how the faculty gives formative feedback to individuls (leave blank if NA)

Debrief Observational Specific Questions

  • 1) Is there a specific Debriefing Model or Approach?

  • 2) Was the debriefing model on display for learners to refer to?

  • 3) Were facilitators...

  • 4) Was video playback used in the debrief?

  • What was the video clip intended to ellicit?

  • 5) In general, did the debriefs allow space for participants to reflect on the simulation experience? Consider:
    - skills (kinetic)
    - knowledge (cognitive)
    - feelings/interactions (affective)

  • 6) Were these reflections related back to relevant, real experiences?
    - professionally
    - clinical practice
    - social interactions

  • 7) How effective was the facilitator/s at using open ended questions to promote group interactions?

  • 8) Was there opportunity for discussion of specific non-technical skills/human factors during the debrief sessions?

  • Which of the following themes were drawn from the discussion?

  • Were learners encouraged to describe how these relate back to clinical practise?

Psychological Safety

  • 1) Did you feel the facilitors maintained a safe learning environment for paricipants share thoughts, feeling and perceptions without the risk of retrubution or embarrassment?

  • 2) If participants shared personal experiences, was this contribution validated?

Course Evaluation Forms

  • 1 What type of evaluation was utilised for the programme/training (Kirkpatrick Levels):

  • 2) Were pre-course knowledge/skills/attitudes measured?

  • 3) Were post-course knowledge/skills/attitudes measured?

  • 4) Did the evaluation tool provide space for feedback about the course/faculty/environment?

Latent errors

  • 5) Where latent errors were identified during in-situ, were action points recorded to identify potential preventative strategies?

  • 6) Were latent errors graded using an appropriate system (eg, NPSA risk matrix)

Procedural Skills Courses (only)

  • 1) Were any aspects/obectives of the course procedural skills?

  • 2) Was there an appropriate specialist present (eg consultant surgeon)?

  • 3) Was the equipment used to perform the procedures identical (or as close as possible) to the equipment used in clinical practice?

  • 4) Candidate assessment - is the assessment of participants appropriate to the skill being taught? (see specific course curriculum/assessment documents)

  • Further comments about this section (procedural skills)

Faculty/Course Debrief

  • 1) Did the faculty debrief eachother formatively as any stage of the day?

  • 2) Was a specific tool used?

  • What tool was used?

  • 3) What level was the debriefer of debriefs?

  • 4) Did the faculty debrief the whole course/review evaluations at the close of the day?

  • Were changes/suggestions recorded?

Course Governance

  • 1) Is the course delivery standardised?

  • 2) Is the course accredited in any format?

  • 3) Does the course have a course review board that meets annually?

Summary Report

  • Before exporting this document (Creating a PDF), it is advised that the comments and observations are reviewed collaboratively. The Questions identified in this report are intended to create a Professional Discussion about quality and educational allignment to the desired learning objectives. Comments can be edited prior to signature and completion of this document.

  • Signature of Course Lead (Once discussion has been completed)

  • Signature of Peer Reviewer (Once discussion has been completed)

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