Developing the skills and attributes of a simulation-based healthcare educator

Abstract

As a methodology to support safety and quality in healthcare practice, simulation-based education draws heavily on generic principles of adult learning. An effective simulation-based educator must develop a set of skills and attributes to encourage the necessary reflection in and on action required of expert performance. Some skills are generic to healthcare education, but many are specific to the context of high-quality simulation based education. This chapter supports and promotes the view that these required skills are best learned and developed within an organized programme of faculty development.As a methodology to support safety and quality in healthcare practice, simulation-based education draws heavily on generic principles of adult learning. An effective simulation-based educator must develop a set of skills and attributes to encourage the necessary reflection in and on action required of expert performance. Some skills are generic to healthcare education, but many are specific to the context of high-quality simulation based education. This chapter supports and promotes the view that these required skills are best learned and developed within an organized programme of faculty development.