International collaborative faculty development program on simulation-based healthcare education: a report on its successes and challenges

Abstract

Purpose: Countries that are less experienced with simulation-based healthcare education (SBHE) often import Western programs to initiate their efforts to deliver effective simulation training. Acknowledging cultural differences, we sought to determine whether faculty development program on SBHE in the United States could be transported successfully to train faculty members in Korea.

Methods: An international, collaborative, multi-professional program from a pre-existing Western model was adapted. The process focused on prioritization of curricular elements based on local needs, translation of course materials, and delivery of the program in small group facilitation exercises. Three types of evaluation data were collected: participants' simulation experience; participants' ratings of the course; and participant's self-assessment of the impact of the course on their knowledge, skills, and attitudes (KSA) toward simulation teaching.

Results: Thirty faculty teachers participated in the course. Eighty percent of the participants answered that they spent less than 25% of their time as simulation instructors. Time spent on planning, scenario development, delivering training, research, and administrative work ranged from 10% to 30%. Twenty-eight of 30 participants agreed or strongly agreed that the course was excellent and relevant to their needs. The participants' assessment of the impact of the course on their KSA toward simulation teaching improved significantly.

Conclusion: Although there were many challenges to overcome, a systematic approach in the adaptation of a Western simulation faculty development course model was successfully implemented in Korea, and the program improves self-confidence and learning in participants.

Keywords: Culture; Evaluation; Faculty development; Simulation-based healthcare education.

Fig. 1.. Differences in Confidence for the Six Roles as a Simulation Instructor (n=30)

p-values between pre- and post-course were significant (<0.001) by Wilcoxon signed rank test. ^a)5-point score (1~5), 1=strongly disagree to 5=strongly agree. Mean±SD.