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Faculty development for translational simulation: a qualitative study of current practice.

Victoria Brazil1, Eve Purdy2, Alexander El Kheir3

  • 1Faculty of Health Sciences and Medicine, Bond University, Gold Coast, QLD, Australia. vbrazil@bond.edu.au.

Advances in Simulation (London, England)
|November 3, 2023
PubMed
Summary
This summary is machine-generated.

Translational simulation programs use diverse, often informal, methods to develop faculty in quality improvement and safety science. Faculty development approaches are influenced by program context and collaboration beyond healthcare simulation are key enablers.

Keywords:
Faculty developmentHealthcare simulationTranslational simulation

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Area of Science:

  • Healthcare simulation
  • Quality improvement science
  • Patient safety

Background:

  • Translational simulation focuses on enhancing healthcare quality, safety, and systems.
  • Effective translational simulation requires expertise in quality improvement and safety science.
  • Faculty development practices in translational simulation are not well understood.

Purpose of the Study:

  • To explore current faculty development practices in translational simulation programs.
  • To understand the rationale behind existing faculty development approaches.
  • To identify how faculty acquire skills in quality improvement and safety science for translational simulation.

Main Methods:

  • Qualitative research approach.
  • Semi-structured interviews with leaders in translational simulation programs.
  • Thematic analysis of interview data.

Main Results:

  • Sixteen interviews conducted with leaders from nine countries.
  • Identified three key themes: diverse content, informal/home-grown processes, and organizational context influence.
  • Collaboration beyond traditional healthcare simulation boundaries facilitated development.

Conclusions:

  • Translational simulation leaders recognize the need for diverse faculty skills.
  • Faculty development approaches range from informal to formal, often influenced by program context.
  • Many programs are in early stages of formalizing faculty development, with context being a significant factor.