Trials and Tribulations of Faculty Life: A Professional Development Simulation Activity Designed to Facilitate Growth in Navigating Legal and Ethical Challenges

Friday, June 14, 2024

3:30 PM - 5:00 PM East Coast USA Time

Location: Ballroom C

Lead Author(s)

Ellen Wruble, PT, DScPT, MS, FACCWS (she/her/hers)

Director, Doctorate in Physical Therapy Program
University of Delaware
Newark, DE, United States

Co-Author(s)

Carrie Foeller, PT, DScPT (she/her/hers)

Associate Director, DPT Program
University of Delaware
Newark, DE, United States
Heiddy M. DiGregorio, PhD, APRN, PCNS-BC, CHSE, CNE (she/her/hers)

Director of Simulation and Interprofessional Education
University of Delaware
MIDDLETOWN, DE, United States
Elizabeth Reed, MS, CRC

Director Disability Support Service, ADA/504 Coordinator
University of Delaware
Newark, DE, United States
Jennifer M. Becnel-Guzzo, J.D.

Newark, Delaware, United States
Allan E. Carlsen, Assistant Professor (he/him/his)

Director & Co-founder Healthcare Theatre
University of Delaware
Newark, DE, United States
Heather Mekulski, M.A. (she/her/hers)

Program Manager
Healthcare Theatre, University of Delaware
Bear, DE, United States

Disclosure(s):

Ellen Wruble, PT, DScPT, MS, FACCWS: No financial relationships to disclose

Carrie Foeller, PT, DScPT: No financial relationships to disclose

Heiddy M. DiGregorio, PhD, APRN, PCNS-BC, CHSE, CNE: No financial relationships to disclose

Elizabeth Reed, MS, CRC: No financial relationships to disclose

Jennifer M. Becnel-Guzzo, J.D.: No financial relationships to disclose

Allan E. Carlsen, Assistant Professor: No financial relationships to disclose

Heather Mekulski, M.A.: No financial relationships to disclose

Introduction: While frequently used for student and clinician development, rarely are faculty active learners and consumers of simulation experiences. In fact, rarely is simulation used to address faculty development on topics specific to the nuanced laws surrounding the delivery of education to health professions students. Enhanced understanding of breach of contract, discrimination, and/or retaliation claims allow faculty to engage in actions and operations that align with thoughtful and defensible academic policies.

Description: An interactive simulation was designed to assist faculty in analyzing the impact policy lapses, inappropriate communication, and breaches of professionalism have upon legal outcomes. Using the HSSOBP, skillful facilitation of a freeze-frame master class simulation motivated faculty to follow best academic practices, create inclusive and welcoming educational spaces, critically analyze existing policies, engage in difficult conversations, document appropriately, and act in good faith.

Intended learner: As the simulation learner, academic faculty not only gained first-hand exposure to the effectiveness of the modality upon learning outcomes, but also emerged with enhanced awareness of how academic malpractice and breaches in federal laws can insidiously emerge amidst actions previously considered benign.

Outcomes: Participant outcomes were favorable and can be evaluated based upon noted changes in practice, culture, confidence, and preventable academic missteps. While beneficial, conducting these simulations is rate limited by the low numbers of qualified simulationists familiar with the HSSOBP.

Conclusion: This presentation will review the process for creating, facilitating, and debriefing professional development simulations that empower faculty to contribute to academic cultures that prize inclusive, fair, and effective learning.

Learning Objectives:

Upon completion, participants will be able to conceptualize topics for faculty development that can be enhanced through the simulation modality.
Upon completion, participants will be able to evaluate various formats of simulation that can be used for faculty development.
Upon completion, participants will be able to determine if existing policies and procedures at your home institution support the fair and consistent delivery of education.