The impact of an international faculty development program on simulation-based healthcare education

The dissemination of innovation in medical education including simulation-based healthcare education (SBHE) has been influenced by a Western bias. Countries less experienced with SBHE often import Western programs to initiate efforts for delivering simulation training. Acknowledging cultural differences, we sought to determine whether an SBHE faculty development program in the United States could be successfully transported for use in training teachers in Korea. We adapted a multi-professional program from a preexisting Western model. The process focused on prioritization of curricular elements based on local needs, translation of course materials, and delivery of the program in small group exercises. Evaluation data collected included: participant’s simulation experience; participant’s ratings of the course; and participant’s self-assessment of the course’s impact on their knowledge, skills, and attitudes (KSA) toward simulation teaching. Twenty-eight out of 30 participants strongly agreed or agreed that the course was excellent and relevant to their needs. Participants’ assessment of the impact of the course on their KSA toward simulation teaching improved significantly. Although the project is an adaptation from a well-operated model, it was challenging to overcome differences in culture, language, and educational systems. When transferring curricula to another country or culture, there is a risk of not appreciating these differences. A comprehensive development plan, including targeting barriers to change, with strategies at different levels, is needed to achieve successful transport of Western teaching program to a non-English speaking Asian culture.