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A qualitative analysis of faculty motivation to participate in otolaryngology simulation boot camps
Author(s) -
Deutsch Ellen S.,
Orioles Alberto,
Kreicher Kathryn,
Malloy Kelly M.,
Rodgers David L.
Publication year - 2013
Publication title -
the laryngoscope
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.181
H-Index - 148
eISSN - 1531-4995
pISSN - 0023-852X
DOI - 10.1002/lary.23965
Subject(s) - boot camp , qualitative analysis , medical education , otorhinolaryngology , psychology , qualitative research , computer science , medicine , sociology , library science , social science , psychiatry
Objectives/Hypothesis To characterize factors that motivate faculty to participate in Simulation‐Based Boot Camps (SBBC); to assess whether prior exposure to Simulation‐Based Medical Education (SBME) or duration (years) of faculty practice affects this motivation. Study Design Qualitative content analysis of semi‐structured interviews of faculty. Methods Interviews of 35 (56%) of 62 eligible faculty including demographic questions, and scripted, open‐ended questions addressing motivation. Interviews were recorded, transcribed, de‐identified, coded and analyzed using qualitative analysis software. Demographic characteristics were described. Emerging response categories were organized into themes contributing to both satisfaction and dissatisfaction. Results Three major themes of faculty motivation emerged: enjoyment of teaching and camaraderie; benefits to residents, patients and themselves; and opportunities to learn or improve their own patient care and teaching techniques. Expense, and time away from work and family, were identified as challenges. Faculty with many versus few years in practice revealed a greater interest in diversity of teaching experiences and techniques. Comparison of faculty with extensive versus limited simulation experience yielded similar motivations. Conclusion Enjoyment of teaching; benefits to all participants; and opportunities for self‐improvement emerged as themes of faculty motivation to participate in SBBC. SBBC have unique characteristics which provide an opportunity to facilitate teaching experiences that motivate faculty.