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Exploring the Study of Simulation as a Continuing Professional Development Strategy for Physicians.

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  • 1Dr. Tavares: Assistant Professor and Scientist, Wilson Centre for Health Professions Education, Temerty Faculty of Medicine, Institute for Health Policy Management and Evaluation, University Health Network, University of Toronto, Toronto, Ontario, Canada, and York Region Paramedic and Senior Services, Community Health Services Department, Regional Municipality of York, Newmarket Ontario, Canada. Dr. Piquette: Assistant Professor, Inter-Department Division of Critical Care Medicine, University of Toronto, Staff Physician, Sunnybrook Health Sciences Centre, Centre Researcher, The Wilson Centre, Toronto, Ontario, Canada. Ms. Luong: Research Associate II, KITE-Toronto Rehabilitation Institute, University Health Network, Toronto, Ontario, Canada. Dr. Chiu: Associate Professor, Department of Anesthesiology and Pain Medicine, Department of Innovation in Medical Education, Faculty of Medicine, University of Ottawa, Ottawa, Ontario, Canada. Dr. Dyte: Clinical Lecturer and Anesthesiologist, Department of Anesthesia, Perioperative and Pain Medicine, Cummings School of Medicine, University of Calgary, Calgary, Alberta, Canada. Dr. Fraser: Clinical Professor of Medicine, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada. Dr. Clark: Clinical Associate Professor of Surgery, Cumming School of Medicine University of Calgary, Calgary, Alberta, Canada.

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Summary
This summary is machine-generated.

Physicians rarely choose simulation for continuing professional development (CPD) despite its effectiveness. Understanding physician motivations and contextual factors is crucial for increasing simulation-based CPD uptake.

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Area of Science:

  • Medical Education
  • Continuing Professional Development
  • Simulation-Based Learning

Background:

  • Physicians require lifelong learning for professional development.
  • Simulation is an effective experiential learning strategy.
  • Physician engagement in simulation-based continuing professional development (CPD) is low and poorly understood.

Purpose of the Study:

  • To explore the evidence on simulation-based CPD.
  • To identify factors influencing physicians' engagement in simulation-based CPD.

Main Methods:

  • A scoping review of simulation-based CPD literature was conducted.
  • Databases searched included MEDLINE, Embase, and CINAHL.
  • Data on physician motivations, study designs, and simulation features were abstracted from 225 studies.

Main Results:

  • Only four studies directly explored physician motivations for simulation-based CPD.
  • Thirty-one studies detailed incentives or enrollment strategies.
  • Limited evidence suggests psychological safety, clinical relevance, and familiarity promote engagement.

Conclusions:

  • The reasons for low physician uptake of simulation for CPD remain unclear.
  • Evidence of simulation effectiveness alone may not drive participation.
  • Further research into personal, social, educational, and contextual factors influencing physician motivation is needed.