Surgeons as Educators A Guide for Academic Development and Teaching Excellence

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ning of the simulator development process to look at the alignment of the content,
including skills, knowledge, and scenarios with the construct or domain intended to
measure and extends to assessment of the impact of training or assessment of the
target simulator. According to the current Standards for Educational and
Psychological Testing, validity is “unitary,” and validity evidences are collected to
either support or refute the interpretation of simulator scores for certain use not for
validating the simulator itself. The current standards described five sources for
validity evidence: content evidence, internal structure evidence, response processes
evidence, relations with other variables evidence, and consequences evidence
[ 6 , 13 ]. The required level of validity evidence for a simulation-based curriculum
intended solely to train residents would require a different amount of evidence then
a curriculum intended to credential or certify an individual (high-stakes exam) [ 14 ].


References



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  2. Noureldin YA, Fahmy N, Anidjar M, Andonian S. Is there a place for virtual reality simulators
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  5. McTighe J, Wiggins G.  Understanding by design® framework. Alexandria: Association
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  6. American Educational Research Association, American Psychological Association, and
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  7. Millo Y, George I, Seymour N, Smith R, Petinaux O. Guidelines for simulation development:
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  8. Hananel D, Sweet RM, Stubbs J. Simulator development – from idea to prototype to product. In:
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  12. Sweet RM.  The CREST simulation development process: training the next generation.
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  13. Sweet RM, Hananel D, Lawrenz F. A unified approach to validation, reliability, and education
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  14. Korndorffer JR, Kasten SJ, Downing SM.  Validity and reliability. In: Tsuda ST, Scott DJ,
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Y.A. Noureldin and R.M. Sweet
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