Show Summary Details
Page of

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

Developing the skills and attributes of a simulation-based healthcare educator
Chapter:
Developing the skills and attributes of a simulation-based healthcare educator
Author(s):

Al May

and Simon Edgar

DOI:
10.1093/med/9780198717621.003.0005
Page of

PRINTED FROM OXFORD MEDICINE ONLINE (www.oxfordmedicine.com). © Oxford University Press, 2021. All Rights Reserved. Under the terms of the licence agreement, an individual user may print out a PDF of a single chapter of a title in Oxford Medicine Online for personal use (for details see Privacy Policy and Legal Notice).

date: 08 May 2021

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.

Access to the complete content on Oxford Medicine Online requires a subscription or purchase. Public users are able to search the site and view the abstracts for each book and chapter without a subscription.

Please subscribe or login to access full text content.

If you have purchased a print title that contains an access token, please see the token for information about how to register your code.

For questions on access or troubleshooting, please check our FAQs, and if you can't find the answer there, please contact us.