Mapping the Terrain of Faculty Development for Simulation: A Scoping Review.

Aimee K Gardner1, David L Rodgers, Yvonne Steinert

  • 1From the Baylor College of Medicine (A.K.G., R.D., A.R.), Houston, TX; Indiana University School of Medicine (D.L.R.), Indianapolis, IN; McGill University, Faculty of Medicine and Health Sciences (Y.S.), Montréal, Canada; Royal College of Surgeons in Ireland (RCSI) University of Medicine and Health Sciences, RCSI SIM Center for Simulation Education and Research (C.C., W.J.E.), Dublin, Ireland; The University of Alabama at Birmingham (D.T.P.), Birmingham, AL; Copenhagen Academy for Medical Education and Simulation (S.V.), Copenhagen, Denmark; and King's College London (G.R.), London, United Kingdom.

Summary

Faculty development in simulation-based education is diverse. This scoping review highlights varied approaches to improving instructor knowledge and skills, suggesting a need for greater cohesion in future research.

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