Faculty involvement in simulation training is essential for curriculum development, utilization of their clinical expertise in teaching, and ultimately for validating the importance of the training program. Several barriers to faculty involvement exist, including competing demands on time, the challenges in developing curriculum, and teaching using simulation. Through our experiences in implementing a widely expansive program, we have identified several areas to encourage and engage faculty. Further discussion as a medical education community is needed to support the interaction and involvement of our faculty to support and promote ongoing simulation education.
As simulation becomes widely adopted, the role of faculty is paramount; however, competing demands on time and lack of incentives creates a barrier for sustainability.
From the Department of Obstetrics and Gynecology, Massachusetts General Hospital, the STRATUS Center for Medical Simulation and the Department of Obstetrics and Gynecology, Brigham and Women's Hospital, Harvard Medical School, Boston, Massachusetts.
Corresponding author: Lori R. Berkowitz, MD, Vincent Obstetrics and Gynecology Service, 55 Fruit Street, Massachusetts General Hospital, YAW 4Boston, MA 02114-2696; e-mail: firstname.lastname@example.org.
Financial Disclosure The authors did not report any potential conflicts of interest.