Simulation Faculty Development

Abstract

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.

Participant perceptions of virtual simulation to develop non-technical skills in health professionals

“…Additionally, there is limited opportunity for repetition of learning experiences across large numbers of learners (Liaw et al., 2016). Finally, although physiological responses in many human patient simulators can be repeated (Cumin et al., 2015), there are concerns over consistency of learning experiences and assessment of performance (Manz et al., 2013; Peterson et al., 2017), particularly when implementing multiple, simultaneous simulation experiences across large student cohorts.…”

Pharmacy practice faculty and preceptor development

“…Simulation using high‐fidelity patient simulator/mannequins, low/moderate‐fidelity simulators, standardized patients, and virtual reality has been reported in the pharmacy literature. Although multiple publications stress the importance of faculty development, there is minimal literature describing comprehensive faculty development programs for simulation 34 . Most publications emphasize debriefing while excluding other important aspects of simulation faculty development.…”

Student Performance During a Simulated Patient Encounter Has No Impact on Debriefer Adherence to PEARLS Debriefing Model

“…Though this begs the questions: what constitutes a "good" debriefing, how does an individual debriefer achieve this, and how can it be scaled across an organization? While there are faculty development programs available [16,17], there is no national standard for faculty training in medical simulation or debriefing, despite ample literature supporting specific debriefing best practices [8][9][10][11][18][19][20][21][22][23][24][25][26][27][28][29][30][31][32].…”