Design and implementation of instructor training course in medical simulation teaching

doi:10.3760/cma.j.cn115259-20240801-00810

Abstract

Abstract: Objective To analyze the design and implementation effects of the faculty training course in medical simulation and inform the construction of a simulation teaching faculty. Methods A total of 144 participants from five sessions of the faculty training course in medical simulation (each session lasts approximately 550 minutes) at Peking Union Medical College Hospital between September 2022 and April 2024 enrolled in the study. Surveys were conducted before and after the training to assess participants' course satisfaction, self-evaluated knowledge, skills, and confidence levels in simulation teaching. A follow-up survey was administered six months after the training to investigate the implementation of simulation teaching and participants' willingness for advanced learning. Data analysis was performed using paired-sample t-tests and analysis of variance (ANOVA). Results The overall course satisfaction score among participants was 4.93±0.26. Post-training, participants' self-rated knowledge scores for scenario-based simulation teaching in preparation, briefing, facilitation, and debriefing improved significantly (2.81±0.86 vs. 4.44±0.67; 2.81±0.86 vs. 4.50±0.65; 2.74±0.84 vs. 4.42±0.67; 2.76±0.86 vs. 4.38±0.73, all P < 0.001). Similarly, self-rated competency scores (2.69±0.90 vs. 4.26±0.59; 2.68±0.88 vs. 4.33±0.62; 2.64±0.87 vs. 4.07±0.66; 2.65±0.87 vs. 3.95±0.71, all P < 0.001) and confidence levels (3.22±0.84 vs. 4.34±0.63; 3.22±0.87 vs. 4.44±0.59; 3.13±0.86 vs. 4.16±0.68; 3.17±0.84 vs. 4.00±0.71, all P<0.001) increased significantly. However, post-training self-rated competence [(3.95±0.71 vs. 4.26±0.59, 4.33±0.62, 4.07±0.66) and confidence (4.00±0.71 vs. 4.34±0.63, 4.44±0.59, 4.16±0.68),all P<0.001] in debriefing remained lower than in other phases (preparation, briefing, and facilitation). Six months post-training, 55 participants completed the follow-up survey. Among them, 39 (70.9%) participants had applied scenario-based simulation teaching. Among the 39 participants, except for the debriefing session, where 1 (2.6%), 2 (5.1%), and 1 (2.6%) participants reported no improvement in their knowledge, skills, and confidence in simulation teaching, all other participants [39 (100.0%)] acknowledged enhanced knowledge, competence, and confidence in simulation teaching. Conclusions The faculty training course effectively was well-received by participants. The program effectively improved participants' knowledge, competence, and confidence in scenario-based simulation teaching. However, the debriefing session was found to be particularly challenging, necessitating focused attention, continuous refinement, and the development of advanced training courses to further improve the quality of simulation teaching.

Key words: Teaching, Simulation-based education, Scenario-based simulation, Teaching faculty training, Effectiveness analysis

CLC Number:

He Zitang, Hu Xiaoyun, Shi Di, Xia Peng, Guo Chao, Jiang Wei, Wang Lin, Li Xiaoyan, Liu Jihai, Li Yue. Design and implementation of instructor training course in medical simulation teaching[J]. Chinese Journal of Medical Education, 2025, 45(8): 596-601.

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