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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.
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.
Area of Science:
- Medical Education
- Simulation-Based Training
- Faculty Development
Background:
- Simulation-based education (SBE) is crucial for healthcare training.
- Improving instructor effectiveness in SBE is essential for advancing the field.
- A comprehensive understanding of current faculty development strategies is needed.
Purpose of the Study:
- To conduct a scoping review of faculty development for simulation-based education.
- To identify and synthesize existing interventions and approaches.
- To map the current landscape of faculty development in SBE.
Main Methods:
- Systematic search of multiple databases.
- Screening of 3259 abstracts.
- Inclusion of 35 studies in the final review.
Main Results:
- The field of faculty development in SBE is highly diverse.
- A wide array of approaches and foundations are utilized.
- Significant variation exists even within specific areas of focus.
Conclusions:
- Current faculty development in SBE lacks continuity and cohesiveness.
- Recommendations are provided to foster greater alignment in the literature.
- Future efforts should aim to build a more unified approach to SBE faculty development.
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