Chung Hyun Soo, Issenberg S Barry, Phrampus Paul, Miller Geoff, Je Sang Mo, Lim Tae Ho, Kim Young Min
Department of Emergency Medicine, Yonsei University College of Medicine, Seoul, Korea.
Gordon Center for Research in Medical Education, University of Miami Miller School of Medicine, Miami, USA.
Korean J Med Educ. 2012 Dec;24(4):319-27. doi: 10.3946/kjme.2012.24.4.319. Epub 2012 Dec 31.
Countries that are less experienced with simulation-based healthcare education (SBHE) often import Western programs to initiate their efforts to deliver effective simulation training. Acknowledging cultural differences, we sought to determine whether faculty development program on SBHE in the United States could be transported successfully to train faculty members in Korea.
An international, collaborative, multi-professional program from a pre-existing Western model was adapted. The process focused on prioritization of curricular elements based on local needs, translation of course materials, and delivery of the program in small group facilitation exercises. Three types of evaluation data were collected: participants' simulation experience; participants' ratings of the course; and participant's self-assessment of the impact of the course on their knowledge, skills, and attitudes (KSA) toward simulation teaching.
Thirty faculty teachers participated in the course. Eighty percent of the participants answered that they spent less than 25% of their time as simulation instructors. Time spent on planning, scenario development, delivering training, research, and administrative work ranged from 10% to 30%. Twenty-eight of 30 participants agreed or strongly agreed that the course was excellent and relevant to their needs. The participants' assessment of the impact of the course on their KSA toward simulation teaching improved significantly.
Although there were many challenges to overcome, a systematic approach in the adaptation of a Western simulation faculty development course model was successfully implemented in Korea, and the program improves self-confidence and learning in participants.
在基于模拟的医疗保健教育（SBHE）方面经验较少的国家，常常引进西方的项目来启动其提供有效模拟培训的工作。考虑到文化差异，我们试图确定美国的SBHE教师发展项目能否成功引入韩国以培训教师。
改编了一个源自西方现有模式的国际合作多专业项目。该过程重点在于根据当地需求确定课程内容的优先级、翻译课程材料以及以小组促进练习的方式开展项目。收集了三种类型的评估数据：参与者的模拟经验；参与者对课程的评分；以及参与者对课程对其模拟教学知识、技能和态度（KSA）影响的自我评估。
30名教师参加了该课程。80%的参与者表示他们作为模拟教师的时间不到其总时间的25%。用于计划、情景开发、提供培训、研究和行政工作的时间占比在10%至30%之间。30名参与者中有28人同意或强烈同意该课程非常出色且符合他们的需求。参与者对课程对其模拟教学KSA影响的评估有显著改善。
尽管有许多挑战需要克服，但在韩国成功实施了一种系统的方法来改编西方模拟教师发展课程模式，该项目提高了参与者的自信心和学习效果。
