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Faculty perceptions of simulation programs in healthcare education
Ana P Quilici1, Angélica M Bicudo2, Renan Gianotto-Oliveira1
1School of Medicine - Anhembi Morumbi University, Sao Paulo, Brazil.
International Journal of Medical Education
|November 23, 2015
Summary
Faculty perceive healthcare simulation as an effective undergraduate teaching tool, particularly for scenarios and debriefing. However, logistical demands like workload and student-to-faculty ratios present significant challenges.
Area of Science:
- Medical Education
- Healthcare Simulation
- Pedagogy in Health Sciences
Background:
- Simulation is increasingly integrated into undergraduate healthcare curricula.
- Understanding faculty perspectives is crucial for effective implementation.
- Identifying benefits and challenges informs pedagogical strategies.
Purpose of the Study:
- To explore faculty perceptions of incorporating simulation into undergraduate healthcare programs.
- To identify the perceived advantages and challenges associated with simulation use.
Main Methods:
- Qualitative study utilizing intentional sampling.
- Semi-structured interviews conducted with 14 healthcare instructors.
- Data saturation guided the interview process.
Main Results:
- Faculty view simulation scenarios and debriefing as highly effective teaching methods.
- Identified challenges include workload for scenario development, aligning goals with program competencies, time commitment, and student-to-faculty ratios.
- Faculty acknowledge simulation's value despite implementation hurdles.
Conclusions:
- Healthcare faculty recognize simulation as a valuable pedagogical tool.
- The primary barrier to effective simulation implementation is logistical demand.
- Addressing logistical challenges is key to maximizing simulation's educational impact.
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