ArticleAEM education and training2026
Faculty Development for High-Acuity Procedures: A Train-the-Trainer Simulation-Based Innovation for Transvenous Pacemaker Placement.
Article in AEM education and training, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Authors and funding
5 authors.
Funding
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Abstract
Background: Emergency medicine faculty are expected to perform and supervise high-acuity, low-occurrence (HALO) procedures despite limited clinical opportunities, placing them at risk for procedural skill decay. Transvenous pacemaker (TVP) placement is a life-saving but infrequently performed intervention. While simulation is widely used for trainees, sustainable faculty development models for procedural maintenance remain limited. Methods: We developed a train-the-trainer, peer-led, simulation-based faculty development program focused on TVP placement within a single academic emergency department. Volunteer faculty trainers received focused preparation in TVP placement, simulator use, and facilitation strategies, and subsequently led small-group refresher sessions using a low-cost, reusable TVP simulator. The intervention was embedded within existing departmental educational venues and incentivized through continuing medical education credit and value-based compensation alignment. Over 1 year, 12 sessions (30-60 min each) were conducted, capped at four learners per session and facilitated by 10 faculty trainers. Faculty completed pre- and post-session surveys assessing prior experience and self-reported comfort with TVP placement. Paired pre- and post-intervention comfort scores were compared. Results: Fifty-four of 56 eligible faculty participated and completed paired surveys. Baseline exposure to TVP placement was limited, with 37% reporting no prior simulation experience and 24% reporting no prior live placement. Faculty reporting comfort or high comfort with independently placing a TVP increased from 14.8% pre-intervention to 83.3% post-intervention. Mean comfort scores improved from 2.1 ± 0.6 to 3.2 ± 0.6 on a 4-point Likert scale ( Conclusion: A train-the-trainer, peer-led simulation model significantly improved faculty comfort with transvenous pacemaker placement while minimizing reliance on centralized simulation resources. Embedding brief, small-group sessions within existing educational structures offers a feasible and scalable approach for maintaining faculty competency in HALO procedures.
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Registered trials
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