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Overview:

Confusion often arises between outcomes and competencies, particularly within the simulation environment. Traditionally, assessments and simulations have been designed for specific outcomes in summative settings. However, many professional accreditation standards now emphasize competencies as indicators of student readiness for clinical practice and professional work. This shift requires programs to redefine and redevelop their assessments, moving away from outcome completion as the primary marker of student readiness. This transition from outcome-based to competency-based assessment presents both challenges and opportunities.

This presentation will explore the differences between outcome-based and competency-based simulations. It will focus on strategies for shifting the assessment paradigm from outcomes to competencies and demonstrate how advanced simulations can help learners achieve higher levels of competency throughout their educational programs, beyond individual courses or simulations.