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Faculty support bundle for simulation education.

Andrew N Musits1,2, Chris Merritt3, Gianna Petrone1

  • 1Department of Emergency Medicine, The Warren Alpert Medical School of Brown University, Providence, Rhode Island, USA.

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|January 24, 2022
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Summary
This summary is machine-generated.

To boost faculty involvement in simulation-based education (SBE), a support bundle addressing autonomy, competence, and relatedness was implemented. This strategy successfully increased faculty participation in SBE without additional costs.

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Area of Science:

  • Medical Education
  • Simulation-Based Education
  • Faculty Development

Background:

  • Postgraduate training programs depend on faculty for essential educational activities, including simulation.
  • Academic physicians' limited time presents a significant barrier to faculty recruitment for extra-clinical teaching roles.
  • Identifying and addressing barriers to faculty engagement in simulation-based education (SBE) is crucial for effective training.

Purpose of the Study:

  • To increase faculty engagement in simulation-based education (SBE) by overcoming identified participation barriers.
  • To apply a self-determination theory (SDT) framework to enhance faculty motivation through strategies addressing autonomy, competence, and relatedness.
  • To develop and evaluate a faculty support bundle designed to promote participation in SBE.

Main Methods:

  • A survey of emergency medicine faculty identified barriers to SBE participation.
  • A faculty support bundle was developed based on survey themes, focusing on course materials, organizational consistency, and peer recognition.
  • Faculty participation rates in SBE were compared pre- and post-intervention using chi-squared analysis, with post-intervention surveys exploring faculty experiences.

Main Results:

  • Key barriers to SBE participation included scheduling, preparation time, competing responsibilities, lack of confidence, and lack of interest.
  • Faculty participation in SBE significantly increased from 24 to 39 after implementing the support bundle (p=0.03).
  • Post-implementation surveys indicated the support bundle positively impacted faculty experiences with SBE.

Conclusions:

  • A faculty support bundle effectively increases participation in simulation-based education (SBE).
  • The intervention successfully leveraged internal motivators derived from self-determination theory (SDT), offering a cost-effective approach.
  • Institutions aiming to enhance faculty involvement in SBE should consider similar strategies focused on intrinsic motivation.