Faculty development for translational simulation: a qualitative study of current practice

Abstract

Background Translational simulation is focused directly on healthcare quality, safety, and systems. Effective translational simulation design and delivery may require knowledge and skills in areas like quality improvement and safety science. How translational simulation programs support their faculty to learn these skills is unknown. We aimed to explore current faculty development practices within translational simulation programs, and the rationale for the approaches taken. Methods We used a qualitative approach to explore faculty development in translational simulation programs. We conducted semi-structured interviews with representatives who have leadership and/or faculty development responsibilities in these programs and performed a thematic analysis of the data. Results Sixteen interviews were conducted with translational simulation program leaders from nine countries. We identified three themes in our exploration of translational simulation faculty development practices: (1) diverse content, (2) ‘home-grown’, informal processes, and (3) the influence of organisational context. Collaboration beyond the historical boundaries of the healthcare simulation community was an enabler across themes. Conclusion Leaders in translational simulation programs suggest a diverse array of knowledge and skills are important for translational simulation faculty and report a range of informal and formal approaches to the development of these skills. Many programs are early in the development of their approach to faculty development, and all are powerfully influenced by their context; the program aims, structure, and strategy.

Translational simulation revisited: an evolving conceptual model for the contribution of simulation to healthcare quality and safety

“…Safety has become a particular concern when simulation is conducted in clinical spaces, potentially leading to unintended threats to system integrity or patient safety [ 52 , 106 , 107 ]. Faculty development for translational simulation is embryonic, with even established programs taking predominantly informal approaches [ 108 ]. Strategies for program evaluation and demonstrating return on investment are diverse [ 84 ].…”

“…Exploration of broader theoretical and conceptual foundations by simulation practitioners has led to the intersection with a wider range of communities of practice. Systems engineers [ 32 , 95 ], architects [ 71 ], design experts [ 69 ], healthcare improvement specialists [ 75 , 84 , 100 ], safety science experts [ 103 ], institutional ethnographers [ 35 , 82 ], and many others are key collaborators for translational simulation research, practice and faculty development [ 108 ]. These communities of practice help connect to wider conceptual and theoretical considerations, consistent with the traditions of the broader healthcare simulation field [ 49 ].…”