Workshop Abstract

Faculty Clinical Skills Training


Nicholas Pokrajac


By the end of this session, participants will be able to:

The Problem: 

A small but important body of evidence demonstrates that practicing physicians have variable and suboptimal procedure skills. Suboptimal performance may result from a lack of competency-based continuing professional development programs. 

The Gap:

Continuing professional development programs do not widely incorporate competency-based medical education principles. Simulation-based mastery learning is a rigorous form of competency-based medical education that improves patient-oriented outcomes when implemented as part of a residency curriculum. It is unclear if implementation of a simulation-based mastery learning program for faculty procedure skills maintenance is feasible. 

The Initiative

Our Faculty Clinical Skills Training program utilizes simulation-based mastery learning to improve bedside procedure skills among clinical faculty. Volunteer faculty members regularly participate in individualized sessions led by an expert peer facilitator to improve and maintain an optimal level of performance. The facilitator assesses participants using checklists of essential procedure steps, gives feedback on areas for improvement, provides opportunity for deliberate practice, and repeats assessment until the participant meets a minimum passing standard. Participant assessments remain confidential. 

Why Others Should Try This:

Our Faculty Clinical Skills Training program successfully uses simulation-based mastery learning for procedure skill maintenance. Faculty participants widely hold a positive opinion of the program. Over half of our clinical faculty have participated in sessions for at least one critical bedside procedure. Our model can be adopted by other institutions for continuing professional development.