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Faculty development through simulation-based education in physical therapist education
Kristin Curry Greenwood1, Sara B Ewell1,2
11Department of Physical Therapy, Movement and Rehabilitation Sciences, Northeastern University, 360 Huntington Avenue, 301M RB, Boston, MA 02115 USA.
Advances in Simulation (London, England)
|February 17, 2018
Summary
Simulation-based education (SBE) transforms physical therapist faculty, strengthening their professional identity and facilitating growth. Educators experience commonalities in professional development when adopting SBE in their teaching practice.
Area of Science:
- Health Professions Education
- Physical Therapy
- Simulation-Based Education
Background:
- Simulation-based education (SBE) adoption necessitates faculty development in health professions.
- The impact of SBE on individual faculty teaching practices remains under-explored.
- Understanding faculty transformation is crucial for effective SBE implementation.
Purpose of the Study:
- To explore physical therapist faculty experiences with SBE.
- To understand how SBE transforms teaching practices.
- To identify commonalities in faculty development through SBE.
Main Methods:
- Interpretive phenomenological analysis of semi-structured interviews.
- Transformative learning theory guided interview question development.
- Thematic coding identified commonalities in faculty experiences with SBE.
Main Results:
- Eight physical therapist faculty members participated.
- Four common themes emerged: strengthened professional identity, impact of simulation training, development of interprofessional education, and facilitated professional growth.
- Faculty experiences with SBE led to significant professional development.
Conclusions:
- Physical therapist faculty share common experiences with SBE that transform teaching and professional development.
- Findings offer insights into faculty adaptation to SBE in physical therapy education.
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