Task Force on Simulation Outcomes Measures 

Purpose 

• To provide physical therapist educators with an assessment of available outcome measures that can be used to assess the effectiveness of simulation-based learning in physical therapist education. 

Objectives

To achieve its purpose, the Task Force will:

• Systematically review the literature to identify outcome measures that have been used to assess simulation based education (SBE) in physical therapist education.
• Identify outcome measures that could be applied to assess common learning objectives (ie. clinical reasoning, communication, professional behavior) used in SBE in physical therapist education.
• Develop a rating scale to rate the identified outcome measures in terms of psychometric properties, Kirkpatrick levels, and educational utility.
• Develop recommendations for use of the existing outcome measures based on the ratings.
• Develop recommendations for the creation of new outcome measures, if needed, to fill identified gaps.
• The task force is committed to ensuring that its work will be rooted in principles of diversity, equity, and inclusion. By integrating DEI considerations into our work, we aim to address systemic disparities, remove barriers, and foster an environment where all individuals, regardless of their background, have equal access to opportunities and representation within the field of physical therapy.

Outcomes

By following the above objectives, and any others identified, this Task Force will create resources for use by all institutions, which shall include:

• A list of standardized outcome measures with their Task Force rating related to psychometric properties, Kirkpatrick levels, and educational utility.
• Recommendations for use of the existing outcome measures based on the ratings.
• Recommendations for the creation of new outcome measures, if needed, to fill identified gaps.

Composition

The Task Force shall not exceed 10 people. The Task Force will seek to have:

• Representation from diverse geographic regions, areas of practice (i.e., acute care, rehabilitation, outpatient), and background in simulation (i.e., classroom-based, simulation center, use of simulated patients, manikins, etc.)
• Members who have at least 5 years of experience utilizing simulation as an educational technique.
• At least 3 members who have published research in the area of SBE.
• At least 1 member who has experience conducting a systematic review of the literature.

The Chair’s primary responsibility will be to ensure the Task Force is meeting its charge as outlined above and within the timeline defined.  The Chair will meet quarterly with the Institute Chair and Vice Chair, providing written progress reports on the work of the Task Force.

The Vice Chair will serve as the secretary of the Task Force whose responsibilities include polling for meetings, developing the agenda with the Chair, circulating minutes to Task Force members, staff and the Institute Chair and Vice Chair, and delivering all documents and work products to ACAPT for archiving.

• To ensure diverse engagement and equitable opportunities, no person serving on the Task Force may be serving on another of ACAPT’s volunteer leadership groups unless permission is sought and granted in advance by the Board of Directors.
• The Task Forces are accountable to their Institute Chair and Vice Chair, who are accountable to the ACAPT Board of Directors.
• All who are appointed to the Task Force will receive a letter acknowledging their appointment that may support promotion and/or tenure.

Timeline 

• Task force members will meet or communicate at least monthly via conference calls and emails to review tasks completed and next steps to meet project milestones. 
• Task force members may meet at CSM in person or virtually.  The budget will determine if/what resources are available to support such a meeting.
• The Institute Chair and Vice Chair will conduct a virtual meeting quarterly with all task force chairs and vice chairs within that Institute to evaluate progress on their charge and to address any barriers or potential changes needed to their charge in response to changes in the profession.
• The Task Force will submit information to the Institute Chair and Vice Chair that may reflect their activity during the year and reported in ACAPT’s annual report, which is created in August and disseminated to members electronically in September.
• Task forces should be prepared to discuss their activity with ACAPT members at the Physical Therapy Education Leadership Conference (ELC) during a networking event created for the Institute.
• Task forces are expected to conclude their work by December of the calendar year in which they were created. 
• If a task force needs more time than the calendar year for which they were created, the Chair of the task force will notify the Institute Chair.  Together, they will evaluate what is causing the delay, evaluate if there are new circumstances informing the work not previously identified, and if there are additional resources needed.  If the need for additional time is determined necessary by the Institute Chair, they will submit a request to the Board for an extension, to include how that may impact resources.  The Board will make an assessment based on the charge, needed outcomes, and resources available and either extend the work for a limited time, expand the size of the task force to increase productivity to meet the charge and timeline, or disband the task force.
• The final work product(s) will reside on ACAPT’s website and shall be an ACAPT product.

Members

Chair: Kelly Macauley

Vice Chair: Carla Sabus

• Karen Burket, DPT - Messiah University
• Natalie M Goldberg, PT, DPT - Saint Joseph's University
• Mallory Kargela, PT, DPT - Tufts University
• Kristen Krawczyk, PT - Touro University New York
• Kelly Macauley, PT, DPT, EdD - Northern Arizona University
• Amy McQuade, PT, PhD - Carroll University
• Sarah Ross, PT, DPT, GCS, CEEAA - Samford University
• Jason Rucker, PT, PhD - University of Kansas Medical Center
• Carla H Sabus, PT, PhD - Tufts University