Format

Send to

Choose Destination
Simul Healthc. 2017 Aug;12(4):254-259. doi: 10.1097/SIH.0000000000000225.

Simulation Faculty Development: A Tiered Approach.

Author information

1
From the Department of Medical Education, School of Medicine, University of Alabama at Birmingham (D.T.P., M.L.W.)[ZERO WIDTH SPACE]; Department of Adult, Chronic and Continuing Care, School of Nursing, University of Alabama at Birmingham, (P.I.W.); Department of Clinical and Diagnostic Sciences, School of Health Professions, University of Alabama at Birmingham (C.A.E.); Department of Pediatrics, School of Medicine, University of Alabama at Birmingham, (M.L.W.) and Office of Interprofessional Simulation for Innovative Clinical Practice (C.A.E., D.T.P., M.L.W., P.I.W.), University of Alabama at Birmingham, Birmingham, AL.

Abstract

Simulation faculty development has become a high priority for the past couple of years because simulation programs have rapidly expanded in health systems and universities worldwide. A formalized, structured model for developing quality facilitators of simulation is helpful to support and sustain this continued growth in the field of simulation. In this article, we present a tiered faculty development plan that has been implemented at a university in the United States and includes the essentials of faculty development. We discuss the rationale and benefits of a tiered faculty development program as well as describe our certification plan. The article concludes with lessons learned throughout the process of implementation.

PMID:
28319492
DOI:
10.1097/SIH.0000000000000225
[Indexed for MEDLINE]

Supplemental Content

Full text links

Icon for Wolters Kluwer
Loading ...
Support Center