Unanticipated Teaching Demands Rise with Simulation Training: Strategies for Managing Faculty Workload

Acton, Robert D.; Chipman, Jeffrey G.; Lunden, Michelle; Schmitz, Connie C.

doi:10.1016/j.jsurg.2014.10.013

Cited by 52 publications

(38 citation statements)

References 25 publications

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“…Our data suggest that the success of near‐peer teaching in noon conference and other GME fields extends to the use of near‐peer teaching in IM simulation. Our findings are important, as faculty member time constraints have previously limited the expansion of simulation in programmes that rely on faculty member instructors . The use of resident instructors in simulation programmes may allow the programmes to expand without placing additional burdens on faculty members.…”

Section: Discussionmentioning

confidence: 99%

“…Although internal medicine (IM) simulation debriefi ng at many institutions has traditionally been led by faculty members, time constraints on faculty members may limit the expansion of simulation programmes. 1 Peer and near-peer education in GME has been shown to be effective, and IM residency programmes have begun to use near-peer teaching in simulation; 2,3 however, because near-peer debriefi ng has not been compared with faculty member debriefi ng in resident simulation, it is unknown whether residents can effectively replace faculty members in IM simulation, which has implications for both the expansion of simulation programmes and the structure of programmes already using resident instructors. In this study, we sought to compare debriefi ng sessions of IM intern simulation sessions led by academic faculty member doctors compared with senior IM residents in order to measure the effectiveness of near-peer teaching in this setting.…”

Section: Discussionmentioning

confidence: 99%

“…Our fi ndings are important, as faculty member time constraints have previously limited the expansion of simulation in programmes that rely on faculty member instructors. 1 The use of resident instructors in simulation programmes may allow the programmes to expand without placing additional burdens on faculty members. For programmes already using resident instructors, our study provides evidence to support the continued allocation of resident time to simulation instruction in the era of dutyhour restrictions.…”

Section: There Was No Signifi Cant Difference Between Resident and Famentioning

confidence: 99%

“…Simulation is a growing part of the curriculum in graduate medical education (GME). Although internal medicine (IM) simulation debriefing at many institutions has traditionally been led by faculty members, time constraints on faculty members may limit the expansion of simulation programmes . Peer and near‐peer education in GME has been shown to be effective, and IM residency programmes have begun to use near‐peer teaching in simulation; however, because near‐peer debriefing has not been compared with faculty member debriefing in resident simulation, it is unknown whether residents can effectively replace faculty members in IM simulation, which has implications for both the expansion of simulation programmes and the structure of programmes already using resident instructors.…”

Section: Introductionmentioning

confidence: 99%

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Resident versus faculty member simulation debriefing

Adams

Newton

Patel

et al. 2017

The Clinical Teacher

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SUMMARY Background Near- peer teaching is effective in graduate medical education, but it has not been compared with faculty member teaching in resident simulation. In this study, we sought to compare debriefing sessions of internal medicine (IM) intern simulation sessions led by academic faculty doctors with those led by senior IM residents in order to measure the effectiveness of near-peer teaching in this setting. Method Internal medicine interns participated in four simulation cases, two of which were debriefed by faculty members and two of which were debriefed by residents. Pre- simulation knowledge assessment was completed prior to the case. Following each debriefing, interns completed a Debriefing Assessment for Simulation in Healthcare (DASH) survey. Post- simulation knowledge assessments were completed 6 months after simulation. Debriefings were recorded and transcribed. Each statement made during debriefing was classified as either correct or erroneous by blinded reviewers. Results Fifty interns participated in simulation, and the response rate on the DASH survey was 88%. There was no difference between DASH scores (p = 0.13), post- simulation knowledge assessments or error rates during debriefing (p = 0.31) for faculty member and resident instructors. Conclusion Our study suggests that residents and faculty members provide a similar quality of simulation instruction based on qualitative and quantitative evaluation.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: There Was No Signifi Cant Difference Between Resident and Famentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Resident versus faculty member simulation debriefing

Adams

Newton

Patel

et al. 2017

The Clinical Teacher

View full text Add to dashboard Cite

show abstract

“…Therefore, it is necessary to ensure that there is appropriate staff training (Jansen et al, 2009). To avoid burnout and successfully sustain faculty investment in simulation-based training over time, programs have to be creative in building, sustaining, and managing this workforce (Acton et al, 2015). As the use of simulation for training purposes continues to grow, there is an increasing need to focus on the local faculty who must deliver the training.…”

Section: Literature Reviewmentioning

confidence: 99%

Survey of outcomes in a faculty development program on simulation pedagogy

Roh

Kim²,

Tangkawanich

2015

Nursing & Health Sciences

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Although many nursing programs use simulation as a teaching-learning modality, there are few systematic approaches to help nursing educators learn this pedagogy. This study evaluates the effects of a simulation pedagogy nursing faculty development program on participants' learning perceptions using a retrospective pre-course and post-course design. Sixteen Thai participants completed a two-day nursing faculty development program on simulation pedagogy. Thirteen questionnaires were used in the final analysis. The participants' self-perceived learning about simulation teaching showed significant post-course improvement. On a five-point Likert scale, the composite mean attitude, subjective norm, and perceived behavioral control scores, as well as intention to use a simulator, showed a significant post-course increase. A faculty development program on simulation pedagogy induced favorable learning and attitudes. Further studies must test how faculty performance affects the cognitive, emotional, and social dimensions of learning in a simulation-based learning domain.

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Changes to the ACGME Common Program Requirements and Their Potential Impact on Emergency Medicine Core Faculty Protected Time

Greenberger

Finnell

Garg

et al. 2020

AEM Education and Training

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The Accreditation Council for Graduate Medical Education (ACGME), which regulates residency and fellowship training in the United States, recently revised the minimum standards for all training programs. These standards are codified and published as the Common Program Requirements. Recent specific revisions, particularly removing the requirement ensuring protected time for core faculty, are poised to have a substantial impact on emergency medicine training programs. A group of representatives and relevant stakeholders from national emergency medicine (EM) organizations was convened to assess the potential effects of these changes on core faculty and the training of emergency physicians. We reviewed the literature and results of surveys conducted by EM organizations to examine the role of core faculty protected time. Faculty nonclinical activities contribute greatly to the academic missions of EM training programs. Protected time and reduced clinical hours allow core faculty to engage in education and research, which are two of the three core pillars of academic EM. Loss of core faculty protected time is expected to have detrimental impacts on training programs and on EM generally. We provide consensus recommendations regarding EM core faculty clinical work hour limitations to maintain protected time for educational activities and scholarship and preserve the quality of academic EM.

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Unanticipated Teaching Demands Rise with Simulation Training: Strategies for Managing Faculty Workload

Cited by 52 publications

References 25 publications

Resident versus faculty member simulation debriefing

Resident versus faculty member simulation debriefing

Survey of outcomes in a faculty development program on simulation pedagogy

Changes to the ACGME Common Program Requirements and Their Potential Impact on Emergency Medicine Core Faculty Protected Time

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