Abstract:
Introduction: The abrupt disruption of in-person instruction in healthcare during the COVID-19 pandemic resulted in the rapid adoption of distance simulation as an immediate alternative to providing immersive simulation-based education. This massive instructional shift combined with the lack of educator training in this domain led to challenges for both learners and educators. The aim of this study is to disseminate the first set of competencies required of and unique to effective distance simulation educators.
Methods: This is a modified Delphi study validating the content of carefully and rigorously synthesized literature. Experts were invited from around the globe to participate in this study with mandatory attendance at an annual healthcare simulation conference to openly discuss the guidelines presented as competencies in this landmark document. Each competency was divided into “Basic” and “Advanced” levels and agreement was sought for these levels individually.
Results: At the conclusion of the Delphi process, the number of competencies changed from 66 to 59, basic sub-competencies from 216 to 196, and advanced sub-competencies from 179 to 182. Kappa scores for all competencies ranged from 0.60-1.00 with full consensus after 3 rounds.
Conclusion: This document provides the first set of consensus guidelines to distance simulation educators in healthcare.
Learning Objectives:
- Discuss the development of consensus guidelines for distance simulation educators in healthcare.
- Describe the implications of the new consensus guidelines for all simulation educators in healthcare.
- Identify future faculty development and research opportunities stemming from the new consensus guidelines for simulation educators in healthcare.