The impact of stress factors in simulation-based laparoscopic training.

Background: This study aimed to quantify learner reactions manifesting from a realistic contextual stressor while training with a laparoscopic simulator, and to identify learner-derived stress-modifying behaviors. Stress factors are known to affect cognitive and psychomotor performance. Simulation-based medical training typically occurs in environments that are relatively stress free compared with the applied context.

Conceptualising and classifying validity evidence for simulation.

Context: The term 'validity' is used pervasively in medical education, especially as it relates to curriculum, assessment, measurement and instrumentation. Exactly what is meant by the term 'validity' in the medical education literature is not always clearly defined.

Objectives: This study attempts to clarify, conceptualise and classify how validity fits within the context of assessment and to provide a framework for medical educators to determine the type and degree of validity evidence required for their specific assessment and evaluation needs.