Developing facilitator competence in scenario-based medical simulation: Presentation and evaluation of a train the trainer course in Bergen, Norway

Abstract

Simulation-based learning (SBL) is becoming an accepted part of health education. Providing high-quality simulation-based education depends more on skilled facilitators than on elaborate simulator equipment. In the last six years, a cross-professional facilitator course has been developed to train interprofessional staff and faculty from health educational institutions in Bergen. The course starts with two days of traditional simulation theory and practice followed by a third day five weeks later. During the third day, participants present their own experiences from practising as facilitators in their own workplaces. In this paper, we present the course content and the participants' evaluation of the course based on the qualitative content analysis of their answers to openended questions. The main findings were that the course format and primary focus on practice were appreciated and that the follow-up day was especially useful to broaden the learning experience.

Challenges to the implementation of in situ simulation at HEMS bases: a qualitative study of facilitators’ expectations and strategies

“…The facilitator role has been described as a demanding, complex task with a high cognitive load [ 12 ]. Participants on a train-the-trainer course for simulation facilitators in the emergency department expressed the view that debriefing is the most challenging part [ 13 ]. However, little is known about facilitators’ expectations of the logistics of implementing simulation training on HEMS bases or the pedagogic aspects of facilitating such training.…”

Is simulation-based team training performed by personnel in accordance with the INACSL Standards of Best Practice: SimulationSM?—a qualitative interview study

“… 1 Educated facilitators were defined as having participated in a course equivalent to the EuSim simulation instructor course level 1 [ 41 ], or been trained as a BEST instructor [ 42 ] 2 BEST Better and Systematic Team Training, 3 ALS Advanced Life Support, 4 TNCC Trauma Nursing Core Course, 5 ATLS Advanced Trauma Life Support …”

“…1 Educated facilitators were defined as having participated in a course equivalent to the EuSim simulation instructor course level 1 [ 41 ], or been trained as a BEST instructor [ 42 ]…”

Deep learning elements in maritime simulation programmes: a pedagogical exploration of learner experiences

“…It appears to be beneficial to modify the very nature of the traditional simulation pedagogy and create space for learning-centred activities. Research findings in technologyenhanced learning show strengths of evidence-, case-or scenario-based discussion (Forstronen et al, 2020); research-or inquiry-based tasks (Lamsa et al, 2018), second-chance activities allowing flexibility to do mistakes and learn from them (Atanasyan et al, 2020); and collaborative scholarship building by students (Nel, 2017) which can be incorporated in maritime simulation to enhance student learning. • The study indicates gaps between simulation activities and real-world practice.…”