Table 1 Barriers to implementation of the pilot curriculum and revisions implemented
From: Simulation-based curriculum development: lessons learnt in Global Health education
| Barriers | Revisions | |
|---|---|---|
| Space | • One simulation center for both the faculty of Medicine and Nursing at AUB opening on weekdays between 8 am and 4 pm | • We developed a close professional relationship with the Simulation Coordinator, with professionalism and following a regular schedule which allowed us regular access to the space |
| Equipment | • 1 adult and 1 pediatric manikin (could not accommodate mass casualty scenarios or multiple simultaneous activities) | • Adjusted scenarios to maximize use of the available manikins and other equipment |
| Personnel |
• Only one simulation coordinator • Only 1 local faculty member facilitating the simulation activities | • Two Emergency physicians (in addition to the coordinator) with previously protected education time took over the simulation activities |
| Time |
• Variable clinical schedules of EM trainees: make scheduling individual and small group modules off-time difficult • Limited faculty protected education time to implement curriculum |
• Inclusion of simulation within the weekly resident conference • Use of published simulation scenarios • Using the same scenario and adapting its complexity to meet the different objectives according to trainees’ level of experience |
| Administration |
• Limited stakeholder buy-in • Scheduling residents during off-hour required a significant amount of faculty and/or chief resident administrative time |
• Involvement of EM educational leadership: EM residency associate program director • Inclusion of SBME in weekly conference minimized curriculum administration time for faculty and chief residents and ensured resident’s availability • Department leadership buy-in: funded one faculty sim training course |