Abstract:

According to Merriam-Webster Dictionary, simulation is “the imitative representation of the functioning of one system or process by means of the functioning of another” (Simulation, n.d.). Simulation-based education is aimed at bridging the gap between the classroom activities and real world situations. Despite the fact that simulation has been used in training (i.e. aviation) for many years, medical simulation is a relatively new teaching and learning methodology. Simulation-based medical education is driven by a set of guided and carefully planned activities that replicate real clinical scenarios. This approach allows learners to acquire essential clinical skills and potentially improve or develop competence through experiential learning, deliberate practice, and reflective debriefing in a safe learning environment. Even though simulation-based education is rapidly expanding in health systems and universities worldwide, a formalized, structured framework for successful faculty development is yet to be designed.

In this article we will present a faculty development model that has been implemented at one of the largest academic medical centers in the United States. Driven by the feedback from faculty and administrators and guided by the International Nursing Association for Clinical Simulation and Learning (INACSL) Standards of Best Practice: Simulation framework our team has developed Simulation 101 – faculty development course. The design process was based on the strategy derived from both the Understanding by Design (UbD) framework and Kern’s 6-step approach to Curriculum development, and resulted in a course that consists of interactive online modules, guided discussions, and two full days of face-to-face project-based learning activities. In this article we discuss the rationale and benefits of a blended approach to developing quality simulation facilitators. This model has a potential to assist other institutions to develop, sustain, and/or improve faculty development for simulation educators.

Keywords:

Blended Learning, LMS, Faculty Development, Simulation-based Education, Medical Simulation.