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Faculty support bundle for simulation education.

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Title: Faculty support bundle for simulation education.
Authors: Musits, Andrew N.1,2 (AUTHOR) musits@brown.edu, Merritt, Chris3 (AUTHOR), Petrone, Gianna1 (AUTHOR), Merritt, Rory1 (AUTHOR), Brown, Linda L.2,3 (AUTHOR), Wing, Robyn3 (AUTHOR), Smith, Jessica L.1 (AUTHOR), Tubbs, Robert1 (AUTHOR), Moretti, Katelyn1 (AUTHOR), Clyne, Brian1 (AUTHOR)
Source: Clinical Teacher. Apr2022, Vol. 19 Issue 2, p106-111. 6p.
Subject Terms: *Simulation methods in education, Self-determination theory, Emergency medicine, Hospital emergency services, Participation
Abstract: Background: Postgraduate training programmes rely on faculty to meet core educational needs, including simulation. Time is arguably the most valuable resource for academic physicians, which presents a challenge for recruiting faculty to provide extra‐clinical teaching. To increase faculty engagement in simulation‐based education (SBE), we first identified barriers to participation. Next, we sought to overcome barriers using a self‐determination theory (SDT) framework to increase motivation using strategies that addressed faculty autonomy, competence and relatedness. Methods: Faculty from a single department of emergency medicine were surveyed about factors influencing participation in SBE. Responses were grouped into themes and used to develop the intervention—a faculty support bundle—to overcome common barriers and promote participation. Supports focused on course materials, organisational consistency and peer recognition. Faculty participation in SBE pre‐ and post‐implementation of the support bundle was analysed via chi‐squared analysis. Faculty who delivered SBE were resurveyed after the implementation phase to explore how the support bundle affected their experience. Results: Initial survey response was 41%. Reported barriers to participation in SBE included scheduling issues, preparation time, competing responsibilities, lack of confidence with simulation and lack of interest. Twenty‐four faculty participated in SBE during the pre‐implementation phase, compared to 39 post implementation (p = 0.03). Discussion The faculty support bundle increases faculty participation in SBE. Strategies focused on internal motivators identified using an SDT framework. In contrast to traditional external motivators, these were no cost interventions. Those seeking to increase faculty participation in SBE should consider implementing similar strategies. [ABSTRACT FROM AUTHOR]
Copyright of Clinical Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: <searchLink fieldCode="AR" term="%22Musits%2C+Andrew+N%2E%22">Musits, Andrew N.</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<i> musits@brown.edu</i><br /><searchLink fieldCode="AR" term="%22Merritt%2C+Chris%22">Merritt, Chris</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Petrone%2C+Gianna%22">Petrone, Gianna</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Merritt%2C+Rory%22">Merritt, Rory</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Brown%2C+Linda+L%2E%22">Brown, Linda L.</searchLink><relatesTo>2,3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Wing%2C+Robyn%22">Wing, Robyn</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Smith%2C+Jessica+L%2E%22">Smith, Jessica L.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Tubbs%2C+Robert%22">Tubbs, Robert</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Moretti%2C+Katelyn%22">Moretti, Katelyn</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Clyne%2C+Brian%22">Clyne, Brian</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: Background: Postgraduate training programmes rely on faculty to meet core educational needs, including simulation. Time is arguably the most valuable resource for academic physicians, which presents a challenge for recruiting faculty to provide extra‐clinical teaching. To increase faculty engagement in simulation‐based education (SBE), we first identified barriers to participation. Next, we sought to overcome barriers using a self‐determination theory (SDT) framework to increase motivation using strategies that addressed faculty autonomy, competence and relatedness. Methods: Faculty from a single department of emergency medicine were surveyed about factors influencing participation in SBE. Responses were grouped into themes and used to develop the intervention—a faculty support bundle—to overcome common barriers and promote participation. Supports focused on course materials, organisational consistency and peer recognition. Faculty participation in SBE pre‐ and post‐implementation of the support bundle was analysed via chi‐squared analysis. Faculty who delivered SBE were resurveyed after the implementation phase to explore how the support bundle affected their experience. Results: Initial survey response was 41%. Reported barriers to participation in SBE included scheduling issues, preparation time, competing responsibilities, lack of confidence with simulation and lack of interest. Twenty‐four faculty participated in SBE during the pre‐implementation phase, compared to 39 post implementation (p = 0.03). Discussion The faculty support bundle increases faculty participation in SBE. Strategies focused on internal motivators identified using an SDT framework. In contrast to traditional external motivators, these were no cost interventions. Those seeking to increase faculty participation in SBE should consider implementing similar strategies. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Clinical Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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