Traditional Poster Round
Poster
Catharine Walsh, MD, MEd, PHd, FRCPC, FAAP
Educational Scientist and Staff Gastroenterologist
The Hospital for Sick Children and The Wilson Center, Department of Paediatrics, University of Toronto
Therese Salenieks, MA
Research Analyst
Centre for Addiction and Mental Health
Maria Mylopoulos, PhD
Scientist
The Wilson Centre and MD Program, University of Toronto
Laura Naismith, PhD
Scientist
Centre for Addiction and Mental Health and Department of Psychiatry, University of Toronto
Background: : Interprofessional simulation is an effective, but resource-intensive, educational method for improving the collaborative care of patients with complex healthcare needs. Sharing simulation courses between institutions can facilitate wider implementation and help build a community of practice. Sharing presents challenges, however, as the courses must be adapted to local culture and context to ensure maximal utility. Information regarding the factors that educators should consider in making these adaptations is lacking.
Research Question: : This study sought to explore experiences of decision-making when adapting an interprofessional simulation course across healthcare contexts.
Methodology: : Using a qualitative, grounded theory approach we explored the nuances of decision-making when adapting a UK-based interprofessional simulation course to run in two different Canadian healthcare contexts. Data collection methods included textual analysis of course-related de-identified documents and semi-structured interviews with 16 individuals involved in the development, planning and/or implementation of the courses. Interview transcripts were iteratively analyzed to identify relevant themes using constant comparative analysis.
Results: : Documents revealed major adaptations to the overarching course aims, professions targeted, scenario content, and debriefing model used. Few adaptations took into account the logistical affordances and constraints of the different contexts. Interview findings identified contextual considerations influencing the adaptation process including cultural values, norms and expectations, available educational resources and expertise, health care systems and practices and locally-driven needs and priorities. Tensions were identified between the imperatives of alignment, both educational and strategic, and sustainability. Participants perceived adaptation as a positive process that facilitated development of local expertise.
Discussion/Conclusions: : Our findings suggest that the successful sharing of a simulation course requires careful consideration of the cultural, educational, faculty development, strategic, logistical, and sustainability needs of the contexts in which it will be run.