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Simulation Faculty Development: A Tiered Approach.

Dawn Taylor Peterson1, Penni I Watts, Chad A Epps

  • 1From the Department of Medical Education, School of Medicine, University of Alabama at Birmingham (D.T.P., M.L.W.)[ZERO WIDTH SPACE]; Department of Adult, Chronic and Continuing Care, School of Nursing, University of Alabama at Birmingham, (P.I.W.); Department of Clinical and Diagnostic Sciences, School of Health Professions, University of Alabama at Birmingham (C.A.E.); Department of Pediatrics, School of Medicine, University of Alabama at Birmingham, (M.L.W.) and Office of Interprofessional Simulation for Innovative Clinical Practice (C.A.E., D.T.P., M.L.W., P.I.W.), University of Alabama at Birmingham, Birmingham, AL.

Simulation in Healthcare : Journal of the Society for Simulation in Healthcare
|March 21, 2017
PubMed
Summary
This summary is machine-generated.

A tiered faculty development plan offers a structured approach to training simulation facilitators, crucial for the growing field of healthcare simulation education. This model supports program expansion and ensures quality instruction worldwide.

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Area of Science:

  • Medical Education
  • Simulation-Based Learning
  • Faculty Development

Background:

  • Simulation programs are rapidly expanding in health systems and universities globally.
  • A formalized model for developing simulation facilitators is needed to support this growth.
  • Quality faculty development is essential for effective simulation education.

Purpose of the Study:

  • To present a tiered faculty development plan for simulation facilitators.
  • To describe the essentials of faculty development within this plan.
  • To discuss the benefits and certification process of a tiered program.

Main Methods:

  • Implementation of a tiered faculty development plan at a US university.
  • Description of the plan's core components and structure.
  • Development of a certification process for simulation facilitators.

Main Results:

  • The tiered plan provides a structured approach to faculty development in simulation.
  • Benefits include enhanced facilitator quality and program sustainability.
  • A certification plan was established to recognize facilitator competency.

Conclusions:

  • Tiered faculty development is effective for supporting the growth of simulation programs.
  • A structured approach ensures quality and consistency in simulation education.
  • Lessons learned from implementation can inform future faculty development initiatives.