Faculty support bundle for simulation education.
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| Title: | Faculty support bundle for simulation education. |
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| 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] |
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| Database: | Education Research Complete |
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