From the Baylor College of Medicine (A.K.G., R.D., A.R.), Houston, TX; Indiana University School of Medicine (D.L.R.), Indianapolis, IN; McGill University, Faculty of Medicine and Health Sciences (Y.S.), Montréal, Canada; Royal College of Surgeons in Ireland (RCSI) University of Medicine and Health Sciences, RCSI SIM Center for Simulation Education and Research (C.C., W.J.E.), Dublin, Ireland; The University of Alabama at Birmingham (D.T.P.), Birmingham, AL; Copenhagen Academy for Medical Education and Simulation (S.V.), Copenhagen, Denmark; and King's College London (G.R.), London, United Kingdom.
Simul Healthc. 2024 Jan 1;19(1S):S75-S89. doi: 10.1097/SIH.0000000000000758.
Understanding what interventions and approaches are currently being used to improve the knowledge, skills, and effectiveness of instructors in simulation-based education is an integral step for carving out the future of simulation. The current study is a scoping review on the topic, to uncover what is known about faculty development for simulation-based education.We screened 3259 abstracts and included 35 studies in this scoping review. Our findings reveal a clear image that the landscape of faculty development in simulation is widely diverse, revealing an array of foundations, terrains, and peaks even within the same zone of focus. As the field of faculty development in simulation continues to mature, we would hope that greater continuity and cohesiveness across the literature would continue to grow as well. Recommendations provided here may help provide the pathway toward that aim.
了解目前正在使用哪些干预措施和方法来提高模拟教育中教师的知识、技能和效果，是规划模拟未来的一个重要步骤。本研究是对该主题的范围综述，旨在揭示有关模拟教育中教师发展的已知信息。我们筛选了 3259 篇摘要，纳入了这项范围综述中的 35 项研究。我们的研究结果清楚地表明，模拟教学中教师发展的领域是广泛多样的，即使在同一关注焦点内，也呈现出各种基础、地形和高峰。随着模拟教学中教师发展领域的不断成熟，我们希望文献中的连续性和凝聚力也能不断增强。这里提供的建议可能有助于为实现这一目标提供途径。
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