Certificate course improved self-efficacy in teaching domains for 50 faculty members, suggesting enhanced simulation skills in education.
Objective: To evaluate the effectiveness of a certificate course in simulation-based clinical education on faculty self-efficacy in key teaching domains.Methodology: In this study, 50 faculty members (60% physicians, 30% nurses, 10% allied health professionals) participated in a structured one-week certificate course in March 2023. Self-efficacy in three domains including scenario design, facilitation, and debriefing was assessed using a 5-point Likert scale, both before and after the course. Paired t-tests was used to analyze pre- and post-training changes keeping 95% confidence intervalResults: Participants showed statistically significant (p < 0.001) improvements in self-efficacy across all domains—Scenario Design, Facilitation, and Debriefing—with mean increases ranging from 1.05 to 1.10 points on a 5-point scale. Debriefing showed the highest gain, supporting the course’s effectiveness in enhancing simulation teaching confidence.Conclusions: The certificate course significantly enhanced faculty self-efficacy in simulation-based teaching tasks. These findings support the inclusion of structured simulation curricula in faculty development programs to strengthen clinical teaching competencies in medical education.
No takes yet. Share an insight, caveat, or question.
Hadi et al. (2025) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: