When the Learner Is the Expert: A Simulation-Based Curriculum for Emergency Medicine Faculty

Area of Science:

• Medical Education
• Emergency Medicine
• Simulation Training

Background:

• Emergency physicians infrequently perform rare procedures independently, despite supervising residents.
• Existing simulation training often targets residents, posing barriers for faculty as learners.
• A gap exists in published literature regarding simulation-based curricula for emergency medicine faculty's rare procedural skills.

Purpose of the Study:

• To develop and evaluate a sustainable, simulation-based faculty education curriculum for rare procedural skills in Emergency Medicine (EM).

Main Methods:

• An annual two-hour simulation lab was implemented for EM faculty at an urban Level 1 trauma center (2012-2019).
• The curriculum covered 30 rare procedures using small-group, hands-on instruction.
• Self-perceived procedural ability was assessed via pre- and post-session questionnaires.

Main Results:

• Faculty self-reported confidence significantly improved for all procedures after training, irrespective of prior experience.
• Training was perceived as most beneficial for the rarest clinical procedures.
• Faculty participation evolved from mandatory to voluntary, with strategies addressing learning barriers.

Conclusions:

• A sustainable simulation-based curriculum effectively enhanced EM faculty's rare procedural skills and confidence.
• The program demonstrated feasibility and minimal risk for implementation at other institutions.
• Addressing faculty-specific learning barriers is crucial for successful simulation-based education.