Simulation Faculty Development Research Articles

Equity, diversity and inclusion in simulation-based education: constructing a developmental framework for medical educators

BackgroundThemes of equity, diversity and inclusion (EDI) arise commonly within healthcare simulation. Though faculty development guidance and standards include increasing reference to EDI, information on how faculty might develop in this area is lacking. With increasingly formal expectations being placed on simulation educators to adhere to EDI principles, we require a better understanding of the developmental needs of educators and clear guidance so that teams can work towards these expectations. Our study had two aims: Firstly, to explore the extent to which an existing competency framework for medical teachers to teach ethnic and cultural diversity is relevant for simulation educator competency in EDI, and secondly, informed by the data gathered, to construct a modified competency framework in EDI for simulation educators.MethodsWe engaged our participants (10 simulation faculty) in a 5-month period of enhanced consideration of EDI, using the SIM-EDI tool to support faculty debriefing conversations focussed on EDI within a pre-existing programme of simulation. We interviewed participants individually at two timepoints and analysed transcript data using template analysis. We employed an existing competency framework for medical teachers as the initial coding framework. Competencies were amended for the simulation context, modified based on the data, and new themes were added inductively, to develop a new developmental framework for simulation educators.ResultsInterview data supported the relevance of the existing competency framework to simulation. Modifications made to the framework included the incorporation of two inductively coded themes (‘team reflection on EDI’ and ‘collaboration’), as well as more minor amendments to better suit the healthcare simulation context. The resultant Developmental Framework for Simulation Educators in EDI outlines 10 developmental areas we feel are required to incorporate consideration of EDI into simulation programmes during the design, delivery and debriefing phases. We propose that the framework acts as a basis for simulation faculty development in EDI.ConclusionsSimulation faculty development in EDI is important and increasingly called for by advisory bodies. We present a Developmental Framework for Simulation Educators in EDI informed by qualitative data. We encourage simulation teams to incorporate this framework into faculty development programmes and report on their experiences.

Assessing Healthcare Simulation Facilitation: A Scoping Review of Available Tools, Validity Evidence, and Context Suitability for Faculty Development in Low-Resource Settings.

Assessment tools support simulation facilitation skill development by guiding practice, structuring feedback, and promoting reflective learning among educators. This scoping review followed a systematic process to identify facilitation assessment tools used in postlicensure healthcare simulation. Secondary objectives included mapping of the validity evidence to support their use and a critical appraisal of their suitability for simulation faculty development in low-resource settings. Database searching, gray literature searching, and stakeholder engagement identified 11,568 sources for screening, of which 72 met criteria for full text review. Thirty sources met inclusion; 16 unique tools were identified. Tools exclusively originated from simulation practice in high-resource settings and predominantly focused on debriefing. Many tools have limited validity evidence supporting their use. In particular, the validity evidence supporting the extrapolation and implications of assessment is lacking. No current tool has high context suitability for use in low-resource settings.

Faculty development for translational simulation: a qualitative study of current practice

BackgroundTranslational simulation is focused directly on healthcare quality, safety, and systems. Effective translational simulation design and delivery may require knowledge and skills in areas like quality improvement and safety science. How translational simulation programs support their faculty to learn these skills is unknown. We aimed to explore current faculty development practices within translational simulation programs, and the rationale for the approaches taken.MethodsWe used a qualitative approach to explore faculty development in translational simulation programs. We conducted semi-structured interviews with representatives who have leadership and/or faculty development responsibilities in these programs and performed a thematic analysis of the data.ResultsSixteen interviews were conducted with translational simulation program leaders from nine countries. We identified three themes in our exploration of translational simulation faculty development practices: (1) diverse content, (2) ‘home-grown’, informal processes, and (3) the influence of organisational context. Collaboration beyond the historical boundaries of the healthcare simulation community was an enabler across themes.ConclusionLeaders in translational simulation programs suggest a diverse array of knowledge and skills are important for translational simulation faculty and report a range of informal and formal approaches to the development of these skills. Many programs are early in the development of their approach to faculty development, and all are powerfully influenced by their context; the program aims, structure, and strategy.

A113A pilot course amalgamating the benefits of psychological safety, civility, and human factors in a structured debriefing model in simulation-based education

Simulation-based education (SBE) is one of the leading teaching methods in healthcare. Debriefing is the cornerstone of effective simulation-based medical education. Debriefing is considered vital part to learning from simulation, and for the transfer of learning so that it can be applied to other situations [1]. Feedback from four simulation faculty development days identified that debriefers lacked the confidence to address conflict or use the principles of civility to enhance their debriefs. Teaching which has structured debrief covering civility and human factors are the cornerstone to deliver sessions that instil confidence and patient safety within the organization [2]. Human factor principles that employ psychological safety were introduced in the debriefing course with the purpose of upskilling the debriefers. There are various models of debriefing however, the focus was to provide the three-phase conversation structure. The course covered human factor principles alongside debriefing techniques using the three-phase conversation structure and interactive workshops. We enlisted the services of a specialist human factor/civility lecturer, simulation lead and a simulation lecturer to deliver the course. At the end of the course, the participants had to undertake a debrief to consolidate their learning in a supportive environment and immediate evaluation was obtained using a structured questionnaire (see Evaluation themed responses Additionally, a pilot study of five participants who had attended the course were randomly selected for a face-to-face interview twenty-four hours after the course. Three open-ended questions were asked. These focussed on whether the application of psychological safety and human factors enhanced their debriefing skills and suggestions for further course development. The results highlighted the value of the inclusion of human factor principles. Both evaluation methods were positive. Attendees commented on the value-added to their simulation training and wanted these principles to be adapted as a structured course. Acknowledging the fact that the sample recruited was small and may not be statistically significant, a future study will include a bigger sample size. Currently, this is the only organization within the North-East of England that offers standalone debriefing course. There was an overwhelming demand for a course aimed at educators who are engaged in SBE with emphasis on debriefing to consolidate learners’ experience. This course is intended to be delivered to all educators across the North-East region and beyond. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

A75Strengthening simulation quality assurance through the ‘Sim QA bundle’

The All Wales Simulation-Based Education and Training Strategy 2022 – 2027 specifies as one of its aims to promote quality assured simulation-based education and training across healthcare in Wales underpinned by standards and evaluated to ensure best practice in safe learning environments [1]. The Simulation Team at Health Education and Improvement Wales (HEIW) has been working closely with the simulation community in Wales to identify their needs through iterative consultation during meetings, focussed discussions and webinars. In 2021 stakeholders agreed that HEIW would promote the application of the Association for Simulated Practice in Healthcare (ASPiH) standards [2] and professional regulatory and statutory body standards relevant to SBET. Since then, a number of quality assurance tools as well as faculty development opportunities have been developed in order to embed these standards into simulation faculty development programmes and cascade their routine inclusion into everyday SBET practice. Quality assurance (QA) resources developed by the Simulation Team at HEIW between August 2021 and February 2023 were packaged as the ‘Sim QA Bundle’ ( HEIW Simulation Quality Assurance Bundle The ‘Sim QA Bundle’ consists of four components: Faculty development and continuous professional development (CPD): available resources include free access to the Essential Faculty Development Course, regular webinars, workshops and conferences. Content development: guidance provided includes a standardized scenario scripting template, with links to relevant literature. Content delivery: a standardized approach to debriefing has been developed which is supported by education opportunities and cognitive aids. Evaluation tools: generic evaluation forms have been designed to assess the learners’ experience, faculty perspectives and adherence to standards. The Simulation Quality Assurance Bundle provides a wide range of resources available to simulation practitioners in order to promote and support the delivery of high-quality simulation-based education and training across the healthcare workforce in Wales. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

A34Designing and implementing a National Simulation Faculty Development Programme for Wales (Sim FD Wales)

Simulation faculty should be trained and competent [1, 2]. A strategic objective of the Health Education and Improvement Wales (HEIW) Simulation team is to provide equitable access to a standardized simulation faculty development programme across Wales. A consultation process involving meetings, focussed discussions and webinars with key stakeholders, educators and clinicians from a range of professional backgrounds was carried out. The following priority areas were identified: development of a tiered programme supporting a competency-based approach to develop educational skills, knowledge and behaviours required to deliver high quality simulation-based education and training (SBET) in safe learning environments to promote interprofessional SBET and offer flexible and accessible faculty training opportunities. A tiered programme framework consisting of 3 standalone courses (essential, advanced and expert) comprising 4 blended learning modules each, was designed collaboratively and informed by the literature [2,3]. Following content mapping and creation by experts, the Essential Course was launched in October 2022. It entails 5 hours of self-directed e- learning followed by a 5-hour facilitated (virtually or face to face) session, fully funded by HEIW. Advanced Course content is under development, due to commence in March 2024. Thirty-eight participants completed the essential course between October 2022 and February 2023, Learners were asked to rate the usefulness of each e-learning module on a Likert scale, with 1 equating to ‘not at all’ and 5 to ‘very much’. The number of participants that evaluated each module and reported them ≥4 is as follows: ‘Introduction to simulation’ Evaluation of the essential course e-learning modules Response rate to the evaluation of the face-to-face sessions was 24/28 (86%) and 8/10 (80%) for the virtual session. All responders 32/32 (100%) rated the face to face and virtual sessions ≥4 regarding relevance and usefulness, with 31/32 (97%) agreeing that the learning objectives were met. Common themes identified as ‘most useful’ were the ability to practise running a scenario and opportunity to practise debriefing and gain feedback. The Essential Course of the Sim FD Wales Programme has been well received and evaluated so far. Uptake has been high, with demand outstripping places available. Further evaluation is required to determine the effectiveness and impact of each course and the programme as a whole. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

Mapping the terrain of simulation faculty development: protocol for a scoping review

This scoping review aims to examine and map the current state of faculty development for healthcare simulation educators. This review will include an exploration of the range and type of faculty development programs designed to enhance simulation-based education (SBE). Simulation has become a staple method for educating health professionals, but no standard approaches exist for training simulation instructors, both for initial training and ongoing professional development. As this education modality continues to expand, there is a need to better understand what interventions and approaches improve the knowledge, skills, abilities and other attributes (KSAOs) for those who are responsible for the design, delivery and evaluation of simulation-based educational sessions. This scoping review will consider empirical research and other relevant published works that address faculty development for simulation educators in health professions education. This will include faculty development interventions, conceptual and theoretical frameworks, recommendations for implementation and other discussions of issues related to faculty development for SBE. These may include experimental, quasi-experimental, observational, qualitative studies, commentaries and perspectives. The following electronic databases will be searched: Medline (Ovid); EMBASE (Ovid); CINAHL (EBSCO); ERIC (EBSCO); PsycInfo (Ovid); and Web of Science without time limits. Reference lists of eligible studies will be back-searched, and Google Scholar and Scopus will be used for forward citation tracking. The findings will be summarized in tabular form and a narrative synthesis, to inform recommendations and areas for future research and practice.

SIM-STEPS: a structured trainee educator programme in simulation – an innovative, blended learning approach for simulation faculty development

At present there are limited resources for simulation faculty development and educators are unable to access face-to-face courses uniformly across the region. Currently available online resources lack interactive reflective activity and recorded faculty videos which leads to a less engaging and effective learner experience. We aimed to create a structured and accredited simulation faculty development course on the Bridge online platform for educators who are novice in simulation-based education using a blended learning approach by incorporating recorded faculty videos and current available resources on eLearning For Healthcare (eLFH), Scottish Simulation framework and provide a platform with links to online resources. A scoping review was conducted to review current available online resources and face to face courses across the East of England region. Faculty across the region were contacted to understand the learning objectives, outcomes, and content of their courses. A survey was sent out to Bridge users across the region to determine how best to deliver the simulation faculty development course and whether they would find a Bridge course useful. We received 158 responses of which 94% respondents were keen to develop their simulation education skills, 74% had not received any formal training, and nearly 90% wanted a blended learning course. SIMSTEPS has been developed following a detailed gap analysis and scoping review. The course has been designed incorporating the eLFH learning modules, the Scottish framework for Simulation Faculty development. It does not replace face to face teaching but gives a starting point to develop the learners’ knowledge and skills about simulation-based education which can be enhanced further in face-to-face courses or workshops. Modules have been developed on key topics relevant to simulation-based education [1] with links to videos, recorded Faculty sessions, and online educational resources. Learners are encouraged for continuing reflective practice [2] and prompted to reflect after modules. The course would be accessible to all Bridge users (Interprofessional educators) in the East of England at no cost and can be completed by them at their own pace and time. We planned meticulously to ensure the course content meets learning objectives and ensured quality assurance by independent review of the course by established and experienced faculty. Post-course evaluation by learners will be done on course completion. A blended learning course like SIM-STEPS can potentially provide an effective resource on Simulation faculty development and improve learner experience and engagement. 1. Motola I, Devine LA, Chung HS, Sullivan JE, Issenberg SB. Simulation in healthcare education: a best evidence practical guide. AMEE Guide No. 82. Medical teacher. 2013;35(10):e1511–1530. 2. Brydges R, Manzone J, Shanks D, Hatala R, Hamstra SJ, Zendejas B, Cook DA. Self‐regulated learning in simulation‐based training: a systematic review and meta‐analysis. Medical education. 2015;49(4):368–378.

A unified approach to faculty development

Due to the effect of the global pandemic and rising student cohort numbers, simulated practice placements are being implemented into nursing curricula. To deliver simulation-based education (SBE) within the Higher Education Institutions (HEI) staff must be adequately prepared. For SBE to be effective, thoughtful consideration to appropriate staff training is important [1]. A structured unified approach is more beneficial as it sets the same aspirations and contributes to a shared philosophy [2]. This unified approach meant both Health Board and HEI staff were being trained to delivery simulation in the same way, which was new for this HEI. Creating a faculty for simulation emulates a community of practice and also comprises essential networking with other simulationists [2]. It helps support Benner’s novice to expert theory as staff start of as novices and subsequently develop emulating that robust educational training for SBE faculty development is essential [3]. Importantly, it addresses quality assurance and governance frameworks in meeting the requirement of the International Nursing Association for Clinical Simulation Learning (INACSL) [3], Association for Simulated Practice in Healthcare (ASPiH), and Nursing and Midwifery Council (NMC) standards. The overall aim of this innovation was to implement a unified approach to faculty development training for academic staff within an HEI. Three training sessions were delivered in January and February 2022. HEI staff attended a one-day session. Health Board Simulation Educators facilitated the sessions for the HEI Academic Staff. Using a unified approach to this faculty development had a positive outcome in supporting HEI staff to be upskilled in the delivery of SBE. It has also resulted in the subsequent development and implementation of a 2-day training course comprising the following sessions: Session 1 – Introduction to clinical skills and simulation and writing learning outcomes and scenarios; Session 2: Technology supporting simulation; Session 3: Preparation, briefing, and debriefing; Session 4: Running an immersive simulation session. This in-house training programme will continue to be delivered to HEI staff undertaking SBE and evaluated. Using a unified approach enhances the quality and parity of the delivery of SBE within the HEI. A unified approach to faculty development within the HEI will continue to be delivered to upskill staff in SBE. Collaboration with clinical partners in faculty development is crucial in the delivery of SBE to ensure a unified evidence-based approach. 1. Bryant K, Aebersold ML, Jeffries PR, Kardong-Edgren S. Innovations in simulation: Nursing leaders’ exchange of best practices. Clinical Simulation in Nursing. 2020;41:33–40. 2. Peterson DT, Watts PI, Epps CA, White ML. Simulation faculty development: a tiered approach. Simulation in Healthcare. 2017;12(4):254–259. 3. Hallmark BF. Faculty development in simulation education. Nursing Clinics. 2015;50(2):389–397.

Virtual Faculty Development in Simulation in Sub-Saharan Africa: A Pilot Training for Pediatricians in Kisumu, Kenya.

IntroductionSimulation is an effective educational tool increasingly being utilized in medical education globally and across East Africa. Globally, pediatric patients often present with low frequency, high acuity disease and simulation-based training in pediatric emergencies can equip physicians with the skills to recognize and intervene. Northwestern University (NU) in Chicago, IL, USA, and Maseno University (MU), in Kisumu, Kenya launched a predominantly virtual partnership in 2020 to utilize the Jaramogi Oginga Odinga Teaching & Referral Hospital (JOOTRH) simulation center for MU faculty development in simulation based medical education (SBME) for medical students.Materials and methodsEducational goals, learning objectives, and educational content were collaboratively developed between MU and NU faculty. Virtual sessions were held for didactic education on simulation pedagogy, case development, and debriefing. Mixed educational methods were used including virtual mentored sessions for deliberate practice, piloted case facilitation with medical students, and mentored development of MU identified cases. Trained faculty had the summative experience of an intensive simulation facilitation with graduating MU students. MU faculty and students were surveyed on their experiences with SBME and MU faculty were scored on facilitation technique with a validated tool.ResultsThere were four didactic sessions during the training. Seven cases were developed to reflect targeted educational content for MU students. Six virtually mentored sessions were held to pilot SBME with MU students. In July 2021, fifty students participated in a week-long SBME course led by the MU trained faculty with virtual observation and mentorship from NU faculty. MU faculty reported positive experience with the SBME training and demonstrated improvement in debriefing skills after the training. The overwhelming majority of MU students reported positive experiences with SBME and endorsed desire for earlier and additional sessions.Discussion and conclusionsThis medical education partnership, developed through virtual sessions, culminated in the implementation of an independently run simulation course by three trained MU faculty. SBME is an important educational tool and faculty in a resource constrained setting were successfully, virtually trained in its implementation and through collaborative planning, became a unique tool to address gaps for medical students.

71 Step by Step: A Three-Step Approach to Faculty Development

The Clinical Skills and Simulation Centre (CSSC) at Edge Hill University (EHU) was opened in September 2019 to enhance and standardize simulation-based education across all programmes in the Faculty of Health, Social Care and Medicine. Before the CSSC opened, academic staff had not received any formal guidance in using simulation-based education. With the impact of the pandemic, a three-step blended simulation faculty development approach was created to assist and support faculty in their understanding and in the delivery of simulation The aim of the study was to enhance, encourage and standardize the use of simulation-based education through the delivery of a three-step faculty development programme.The following are the three-step approach to faculty development: The introduction of simulation sessions is specifically designed and focussed on the newly appointed academic faculty and is embedded in the staff induction programme.Writing simulation scenarios, drop-in sessions are run once a month and are available to all academics from the faculty. They focus on designing and writing simulation scenarios.Shadowing and feedback. At this stage, faculty are offered support during their simulation session. The experienced simulation facilitator leads the first part of the event with the faculty member running the second part supported by the facilitator observing and providing feedback after the session.The evaluative methods included two approaches, quantitative incorporating Likert questionnaires, for evaluations, and qualitative focus groups, for faculty. Approximately 1700 student and faculty evaluations were obtained, and seven faculty members participated in the focus groups. These were obtained and conducted between June 2020 and August 2021.Evaluations are obtained from students and from faculty who are involved in the sessions. In addition, ethical approval has been obtained to carry out focus groups to identify the challenges and benefits that faculty have found in delivering simulation. Feedback from the evaluations and the focus groups were very positive. Examples include:The simulation team have been extremely supportive and always are. It makes my role so much easier and I appreciate all their hard work.We had 450 students over a fortnight, everyone worked so hard and were very supportive, especially to staff who had not facilitated simulation for some time.Data from June 2020 to August 2021The session: Was beneficial for my learning, 87.74%Archived the learning outcomes, 91.37%Did the session meet your expectations? 87.32%We will continue to offer a blended approach and, from August 2021, a 1-day simulation facilitation programme will be offered to potential adjunct clinical faculty.

Qualities of Effective Vital Anaesthesia Simulation Training Facilitators Delivering Simulation-Based Education in Resource-Limited Settings.

Lack of access to safe and affordable anesthesia and surgical care is a major contributor to avoidable death and disability across the globe. Effective education initiatives are a viable mechanism to address critical skill and process gaps in perioperative teams. Vital Anaesthesia Simulation Training (VAST) aims to overcome barriers limiting widespread application of simulation-based education (SBE) in resource-limited environments, providing immersive, low-cost, multidisciplinary SBE and simulation facilitator training. There is a dearth of knowledge regarding the factors supporting effective simulation facilitation in resource-limited environments. Frameworks evaluating simulation facilitation in high-income countries (HICs) are unlikely to fully assess the range of skills required by simulation facilitators working in resource-limited environments. This study explores the qualities of effective VAST facilitators; knowledge gained will inform the design of a framework for assessing simulation facilitators working in resource-limited contexts and promote more effective simulation faculty development. This qualitative study used in-depth interviews to explore VAST facilitators' perspectives on attributes and practices of effective simulation in resource-limited settings. Twenty VAST facilitators were purposively sampled and consented to be interviewed. They represented 6 low- and middle-income countries (LMICs) and 3 HICs. Interviews were conducted using a semistructured interview guide. Data analysis involved open coding to inductively identify themes using labels taken from the words of study participants and those from the relevant literature. Emergent themes centered on 4 categories: Persona, Principles, Performance and Progression. Effective VAST facilitators embody a set of traits, style, and personal attributes (Persona) and adhere to certain Principles to optimize the simulation environment, maximize learning, and enable effective VAST Course delivery. Performance describes specific practices that well-trained facilitators demonstrate while delivering VAST courses. Finally, to advance toward competency, facilitators must seek opportunities for skill Progression.Interwoven across categories was the finding that effective VAST facilitators must be cognizant of how context, culture, and language may impact delivery of SBE. The complexity of VAST Course delivery requires that facilitators have a sensitive approach and be flexible, adaptable, and open-minded. To progress toward competency, facilitators must be open to self-reflection, be mentored, and have opportunities for practice. The results from this study will help to develop a simulation facilitator evaluation tool that incorporates cultural sensitivity, flexibility, and a participant-focused educational model, with broad relevance across varied resource-limited environments.

Evolution of a Simulation Faculty Development Program in a Low-Resource Setting.

The PediSTARS Faculty Development Program is a novel approach for simulation faculty training with an aim to increase the pool of trained simulation faculty in India and neighboring countries that could then facilitate simulation-based training, both at their own workplaces and in the PediSTARS simulation-based workshops that provide training in pediatric and neonatal emergencies. This commentary describes the evolution of the faculty development program, the initial process, the feedback obtained, the changes undertaken, the progress made to date, and the challenges ahead. There is also an emphasis on the key generalizable principles that can be applicable to other low-resource settings.

Development of a Multisite Nursing Simulation Work Group Focusing on the International Nursing Association for Clinical Simulation and Learning Standards.

Simulation faculty development refers to the education of faculty in preparation and facilitation of simulation-based experiences. A college of nursing with six campuses implemented a simulation work group to ensure consistent simulation faculty development across six campuses. The simulation work group was formed in four stages and used the International Nursing Association for Clinical Simulation and Learning Standards as a framework for standardizing simulation. The work group consisted of 14 faculty from five nursing campuses. Members were recruited via email, telephone call, or a simulation newsletter. Challenges were identified and addressed. Work group implementation has provided the simulation program with new initiatives and a unified scheduling system, budget, standardized debriefing, and student evaluation method. With the greater dependence on simulation as an educational modality, implementation of a simulation work group may enable collaboration and growth across campuses while decreasing the disparity of simulation experiences. [J Nurs Educ. 2021;60(3):165-168.].

An Educational Intervention to Improve Simulation Facilitation by Nurse Educators in a Large Canadian Academic Hospital: A Mixed Methods Evaluation

BackgroundBest practices in simulation-based education indicate that sessions should be facilitated by a trained simulation instructor. A large academic Canadian hospital required instructors to facilitate simulation-based education in a corporate nursing orientation program. MethodThe Plan-Do-Study-Act framework was used to develop a simulation facilitation curriculum using mixed methods to evaluate the program. ResultsThe mean scores on the Observational Structured Assessment of Debriefing tool were greater than the target of three out of five. Themes identified from the qualitative analysis focused on a safe learning environment and use of a framework for debriefing. ConclusionA simulation faculty development curriculum for nurse educators with support from peers improved the quality of debriefing in a corporate nursing orientation program.

A New Style of Reflection from Online Simulation Faculty Development Practice

A New Style of Reflection from Online Simulation Faculty Development Practice

Telementoring for remote simulation instructor training and faculty development using telesimulation

IntroductionSimulation-based training is essential for high-quality medical care, but it requires access to equipment and expertise. Technology can facilitate connecting educators to training in simulation. We aimed to explore the...

Simulation faculty and staff development: An interprofessional, online approach

Abstract Two academic healthcare programs and a university-affiliated hospital were faced with increasing demands for faculty and staff knowledge in support of expanded use of simulation-based education. While a few authors have published recommendations and innovations for faculty development in simulation programs, 1 best practices have yet to be determined. 2 , 3 Through collaboration by simulation program administrators and educators at the College of Nursing, the School of Medicine, and the hospital, an online program was developed for use by multiple disciplines and facilities. An online approach allows for standardization of simulation faculty development across three entities. Faculty and staff were incentivized by the ability to receive continuing education credits. The online self-directed program includes 10 modules with a learner pretest and posttest. Comparisons of pre- and post-test scores have shown knowledge improvements. Through post-course surveys, learners have indicated favorable responses to the online program. In order to implement this type of online approach to simulation faculty development, a stable web-based learning platform is required. For more information about the course, the lead author may be contacted at XXXX. Format The online simulation educator course consists of 10 modules with pretest, posttest, and module quizzes for 8 of 10 modules. Within the program, learners are asked about their personal objectives at the beginning and whether they accomplished those at the end of the course. The Eastern Area Health Education Center (Eastern AHEC), which hosts the program on its learning platform, requires a learner evaluation to be completed before issuing the continuing education certificate, to assure that the data is obtained.

Simulation Faculty Development: A Tiered Approach.

Simulation faculty development has become a high priority for the past couple of years because simulation programs have rapidly expanded in health systems and universities worldwide. A formalized, structured model for developing quality facilitators of simulation is helpful to support and sustain this continued growth in the field of simulation. In this article, we present a tiered faculty development plan that has been implemented at a university in the United States and includes the essentials of faculty development. We discuss the rationale and benefits of a tiered faculty development program as well as describe our certification plan. The article concludes with lessons learned throughout the process of implementation.

Board 356 - Research Abstract The Magic of the Inquiry

Introduction/Background A core element of simulation-based trainings is the debriefing after the simulation scenario.1 Yet, evidence as to how such debriefings should be guided by the instructor so that trainees benefit most effectively is just beginning to emerge.2 In particular, indepth analyses of the functions of different interventions of the debriefers are rare.3 Understanding what debriefers actually do during debriefings and how these actions might impact the learner’sreflections could help debriefers facilitate effectively and simulation faculty development programs target debriefing techniques more accurately. Methods We videotaped and qualitatively analyzed seven 45-60 minute debriefings conducted during Anesthesia Crisis Resource Management Courses. Debriefers and learners communications were coded independently. Debriefers statements and inquiries were coded based on current debriefing concepts (e.g., regarding type of advocacy, type of inquiry).1,4 Learners reactions were coded based on Gibbs reflective cycle.3,5 Results Forty two anesthesia residents and nurses and three debriefers participated. We found that debriefers asked various types of questions (e.g., regarding emotions, cognitions, ideas, circular), stated a variety of advocacies (e.g., observations, ’pseudo-observations’ [e.g., “Here you were thinking that …”], opinions, appreciations) and used further intervention techniques such as previewing, paraphrasing, medical and psychological input. Overall, the amount of inquiries was twice as low than the amount of other communication types. We also found that learners communications consisted mostly of descriptions, explanations and Conclusions whereas indepth reflections such as mental models were rare. Performing a lag sequential analysis - a method for analyzing temporal patterns in sequentially coded interactions to detect whether behavior sequences emerge above chance, we analyzed what types of debriefer communications were followed by learners revealing mental models.6 We found that learners revealed mental models after the debriefers asked for ideas (Z=3.59; p < 0.001), made implicit suggestions (e.g., “So, here you were not sure what to do, right?”) (Z= 2.13; p < 0.05), asked a systemic questions (e.g., “What would you have needed from here to speak up?”) (Z=3.59; p < 0.001), and paraphrased learners statements (Z=3.17; p < 0.001). Other types of debriefer interventions did not elicit learners’ mental models. Conclusion We found that debriefers used a broad spectrum of micro-level debriefing techniques but that only some of them elicited the revealing of mental models by learners. This is an important finding as it provides ideas on how to detect and address learners mental models more efficiently during the debriefing. We also found that debriefers used more ’telling’ than ’inquiring’. Further research should investigate the optimal balance of these two very different kinds of communication.7