ArticleAdvances in simulation (London, England)2023
Faculty development for translational simulation: a qualitative study of current practice.
Article in Advances in simulation (London, England), 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
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Who cites it
4 citing papers in PubMed.
- Designing a context-sensitive faculty development architecture for simulation facilitators: lessons from a practice-based implementation.Advances in simulation (London, England) · 2026Article
- Progress in educational theory and translational implementation of simulation-based education for healthcare professionals: an integrative analysis from theory to effectiveness.Frontiers in medicine · 2026Review
- Reimagining simulation for quality and safety in healthcare: connecting paradigms, methods, and communities.Advances in simulation (London, England) · 2025Article
- Translational simulation revisited: an evolving conceptual model for the contribution of simulation to healthcare quality and safety.Advances in simulation (London, England) · 2024Article
Corrections and comments
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Authors and funding
4 authors.
Funding
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Abstract
backgroundTranslational 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.
methodsWe 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.
resultsSixteen 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.
conclusionLeaders 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.
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Registered trials
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