From the Rainbow Children's Hospital (R.R.S.), Hyderabad, India; Department of Paediatrics (K.P.S.), Division of Emergency Medicine, University of Washington School of Medicine, Seattle Children's Hospital, Seattle, WA; Starship Children's Hospital and University of Auckland (M.S.), Auckland, New Zealand.
Simul Healthc. 2022 Feb 1;17(1):e113-e121. doi: 10.1097/SIH.0000000000000549.
Simulation instructor training is a recognized key component of health care simulation implementation, including in low-resource settings. PediSTARS India (Pediatric Simulation Training and Research Society) has developed and delivered several instructor training courses and more recently a 3-level faculty development program. However, there is variability in adoption of simulation at workplaces. The goal of this study was to identify factors that influence translation of instructor training into workplace simulation.
At the conclusion of their faculty development program, participants of the 2018 PediSTARS simulation instructor workshop were invited to participate in a qualitative study with an online questionnaire followed by a semistructured interview. The 3 key questions explored the "enablers," "barriers," and "changes needed" at workplaces for simulation-based training. The responses were analyzed and classified into broad themes.
Of the 76 participants of the workshop, 11 were interviewed. The enablers were classified under 3 themes; "management support," "trained team" and "smart sourcing." Barriers were "lack of infrastructure," "lack of time," and "lack of simulation culture." The proposed changes were to "raise awareness," "strengthen systems," and "curricular integration."
This study demonstrates the importance of institutional leadership support for simulation-based training and also that new instructors should focus on training teams in the workplace and mapping simulation activities to existing curricula. These results have wide applicability to a variety of health care settings and instructor training programs. Collaboration between organizations for further research about the impact of simulation-based training on patient safety and outcomes is also required.
模拟培训师培训是医疗模拟实施的公认关键组成部分，包括在资源匮乏的环境中。印度 PediSTARS（儿科模拟培训与研究协会）已经开发并提供了多个培训师培训课程，最近还推出了一个 3 级师资发展计划。然而，工作场所对模拟的采用存在差异。本研究的目的是确定影响培训师培训转化为工作场所模拟的因素。
在 2018 年 PediSTARS 模拟培训师研讨会结束时，邀请参加师资发展计划的参与者参加一项在线问卷调查和半结构化访谈的定性研究。3 个关键问题探讨了工作场所模拟培训的“促进因素”、“障碍”和“所需改变”。对回答进行了分析和分类，分为广泛的主题。
在参加研讨会的 76 名参与者中，有 11 人接受了采访。促进因素分为 3 个主题；“管理层支持”、“训练有素的团队”和“明智的资源利用”。障碍是“基础设施不足”、“时间不足”和“缺乏模拟文化”。建议的改变是“提高认识”、“加强系统”和“课程整合”。
本研究表明，管理层对基于模拟的培训的支持至关重要，新培训师还应专注于培训工作场所的团队，并将模拟活动与现有课程相结合。这些结果广泛适用于各种医疗保健环境和培训师培训计划。还需要组织之间的合作，进一步研究基于模拟的培训对患者安全和结果的影响。
