Simplifying complexity science principles: developing healthcare faculty for using simulation as an educational method

Abstract

Professional development in simulation-based education (SBE) is a complex process. Individual components have overlapping boundaries and relationships, rendering them suitable for Complex Adaptive Systems (CAS). This complexity is multifold in low-resource settings, unfamiliar with simulation, and augmented by hierarchical culture and linguistic diversity. This study aimed to conduct a professional development course through SBE using principles of CAS for faculty in a Pakistani medical college. A simulation educator team (six on-site, three online) from Pakistan and North America constructed and facilitated a 6-hour-long hybrid course following CAS in three phases. Planning phase consisted of needs assessment and inclusion of stakeholders in decision-making. Implementation phase involved remote facilitators joining the in-person team using Zoom and demonstrating evidence-based practices in case design, pre-briefing, facilitation and debriefing. In the evaluation phase, participants completed an immediate Twenty-three faculty members from basic medical ( We suggest using CAS as a framework for professional development programs to train faculty in simulation. A CAS framework can help the organizers to integrate systems thinking into educational interventions.