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ObjectivesThis study sheds light on information for clinical educators interested in designing interprofessional simulation based faculty development initiatives.MethodsA one group pre- and post-test design with a convenience sample was used to examine the relationship between participant knowledge of simulation based learning and effective feedback and the impact of pre-course eLearning on participant cognitive entry behaviours and achievement.ResultsThere were significant improvements in aggregate MCQ scores, [(t (39) = 4.08, p < 0.000)] from pre- to post-test. Participant ability to apply the theory of feedback, with a focus on debriefing, did not improve significantly over the course. Achievement scores related to items on pre-course topics were higher on the pre-test than course-related items. Incoming clinicians recruited from around the world need faculty education fuelled with deliberate practice and mentorship to develop competence in the application of simulation based learning (SBL) theory. Participant achievement scores will benefit from early exposure to concepts in pre-course eLearning.ConclusionTwo days of SBL faculty development is not adequate for achieving participant competence with the theory and application of feedback. Future research should examine this with a more rigorous research design

Designing interprofessional simulation based faculty development in a new women and children's hospital in the Middle East: A pilot study