Table 4.
Faculty facilitator evaluation (n = 33).
| Item | Strongly disagree, N (%) | Disagree, N (%) | Neutral, N (%) | Agree, N (%) | Strongly agree, N (%) | Mean (SD) |
|---|---|---|---|---|---|---|
| The education event was well organized and transitioned well | 0 | 2 (6.1) | 1 (3.0) | 15 (45.5) | 15 (45.5) | 4.30 (0.8) |
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| The poster session was organized and valuable to the students | 0 | 0 | 4 (12.1) | 10 (30.3) | 19 (57.6) | 4.45 (0.7) |
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| The professional huddles helped students understand their roles in the simulation | 0 | 0 | 4 (12.1) | 11 (35.5) | 16 (51.6) | 4.39 (0.7) |
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| The students were engaged in the simulation scenario | 0 | 0 | 1 (3.0) | 21 (63.6) | 11 (33.3) | 4.30 (0.5) |
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| The simulation scenario was realistic | 0 | 0 | 0 | 15 (45.5) | 18 (54.6) | 4.54 (0.5) |
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| Students were able to identify patient problems and propose interventions | 0 | 0 | 3 (9.1) | 15 (45.5) | 15 (45.5) | 4.36 (0.7) |
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| The debriefing sessions provided valuable feedback for students | 0 | 0 | 2 (6.3) | 15 (46.9) | 15 (46.9) | 4.41 (0.6) |
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| The session with the volunteer provided students with a good experience of interprofessional teamwork | 0 | 0 | 0 | 13 (39.4) | 20 (60.6) | 4.61 (0.5) |
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| This was a valuable learning experience for the students | 0 | 0 | 0 | 16 (48.5) | 17 (51.5) | 4.52 (0.5) |
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| Students worked as a team to develop a plan of care | 0 | 0 | 5 (15.2) | 14 (42.4) | 14 (42.4) | 4.27 (0.7) |
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| As facilitator, I was able to keep the discussion on track to meet the objectives of the simulation | 0 | 0 | 3 (9.7) | 19 (61.3) | 9 (29.0) | 4.19 (0.6) |