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Formal Training Efforts to Develop Simulation Educators: An Integrative Review.

Jane B Paige1, Leslie Graham, Barbara Sittner

  • 1From the Milwaukee School of Engineering (MSOE) (J.B.P.), Milwaukee, WI; Ontario Tech University-Durham College (L.G.), Oshawa, Ontario, Canada; and Bryan College of Health Sciences (B.S.), Lincoln, NE.

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Summary
This summary is machine-generated.

Formal training for simulation-based education (SBE) educators requires structured programs combining didactics, practice, and feedback. Further research is needed on competency thresholds for SBE educators.

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Area of Science:

  • Medical Education
  • Simulation-Based Education
  • Healthcare Professional Development

Background:

  • Formal educator training is essential for simulation-based education (SBE) per best practices and accreditation standards.
  • Existing training programs aim to establish educator competency in SBE.
  • A systematic review of SBE educator training literature was previously lacking.

Purpose of the Study:

  • To systematically appraise formal training initiatives for educators utilizing SBE.
  • To summarize key training topics, program structures, and evaluation methods for SBE educators.

Main Methods:

  • An integrative review guided by the New World Kirkpatrick Model.
  • A PRISMA search strategy identified 38 relevant studies from 2007 initial citations.

Main Results:

  • Effective SBE educator training involves a blend of didactic content, repeated practice, and continuous feedback.
  • Longitudinal and scaffolded delivery methods enhance training effectiveness.
  • A significant gap exists regarding defined competency thresholds for SBE educators.

Conclusions:

  • Formalized training programs are crucial for developing competent SBE educators.
  • Recommendations are provided for designing effective simulation training programs.
  • Future research should focus on establishing objective competency benchmarks for SBE educators.