Exploring the Study of Simulation as a Continuing Professional Development Strategy for Physicians

Abstract

Introduction: Practicing physicians have the responsibility to engage in lifelong learning. Although simulation is an effective experiential educational strategy, physicians seldom select it for continuing professional development (CPD) for reasons that are poorly understood. The objective of this study was to explore existing evidence on simulation-based CPD and the factors influencing physicians' engagement in simulation-based CPD. Methods: A scoping review of the literature on simulation-based CPD included MEDLINE, Embase, and CINAHL databases. Studies involving the use of simulation for practicing physicians' CPD were included. Information related to motivations for participating in simulation-based CPD, study objectives, research question(s), rationale(s), reasons for using simulation, and simulation features was abstracted.Results: The search yielded 8609 articles, with 6906 articles undergoing title and abstract screening after duplicate removal. Six hundred sixty-one articles underwent full-text screening. Two hundred twenty-five studies were reviewed for data abstraction. Only four studies explored physicians' motivations directly, while 31 studies described incentives or strategies used to enroll physicians in studies on simulation-based CPD. Most studies focused on leveraging or demonstrating the utility of simulation for CPD. Limited evidence suggests that psychological safety, direct relevance to clinical practice, and familiarity with simulation may promote future engagement. Discussion: Although simulation is an effective experiential educational method, factors explaining its uptake by physicians as a CPD strategy are unclear. Additional evidence of simulation effectiveness may fail to convince physicians to participate in simulation-based CPD unless personal, social, educational, or contextual factors that shape physicians' motivations and choices to engage in simulation-based CPD are explored.

Recasting Assessment in Continuing Professional Development as a Person-Focused Activity

“…43,44 Others have focused on descriptions of the types of assessments clinicians participate in, 14,15,45 and how to improve assessment activities (eg, rater performance), 46 standard setting, 47 or on the differences that modalities offer (eg, multiple methods, simulation). 48 There are also validation studies of tools, 49,50 or methods, 51,52 with the aim of doing assessment better. More conceptual work has included the role of longitudinal assessment models, 53 and what to make of assessment format choices.…”