P130: Learning through simulation-a debriefing faculty development course

Abstract

Introduction/Innovation Concept: Introduction of a new simulation program including structured debriefing represents a substantial challenge. Debriefing performance is critical for facilitating learning in simulation. However, many faculty members are unfamiliar with the debriefing process. Faculty receives no training for conducting impactful and safe debriefs. Consequently, they are uncomfortable and often disengaged. We designed, implemented, and evaluated an innovative faculty-debriefing curriculum. Do professional development efforts in simulation debriefing teaching result in improved engagement in simulation teaching by faculty, increased comfort with simulation teaching, and an acceptance of a critical thinking framework for simulation teaching? Methods: We designed the curriculum to include the flipped classroom and deliberate practice models. Participants (n=26; 42% of Emergency Medicine Faculty) were pre-circulated course materials, and then attended a full day course to introduce the simulation setting, the equipment, and two practice scenarios. Each scenario was followed by a group debrief. Twenty-one participants (80.7% response rate) completed pre and post course surveys; we analyzed the data using descriptive statistics. Curriculum, Tool, or Material: Results: Descriptive findings from a pre-course and post-course survey were conducted. Prior to participating in the innovation, 75% had participated in simulation teaching at Western, but only 30% of this faculty being comfortable with this teaching format. 65% of participants had no formal simulation training and 95% had no training in debriefing. Results of the post-course survey revealed 100% satisfaction with the flipped classroom model; and 48% and 52% were extremely likely and very likely to attend future faculty development courses respectively. 100% of participants felt comfortable in participating in debriefing post simulation teaching with 50% feeling comfortable to do this independently without a co-debriefer. 100% of participants felt that the critical thinking framework that was presented in the course for a debriefing model would translate into their clinical teaching in the future. Conclusion: Faculty development has a critical role to play in promoting academic excellence and innovation. Faculty development programs must respond to the changes in medical education. This education project integrated a unique model of learning for faculty, engaged faculty, and increased their comfort level for teaching in simulated setting and utilizing structured debriefing.