TABLE 4.

Identified Barriers and Enablers to Implementing Simulation-Based Learning Experiences

Barriers

Facilitators

–Specificity of SBLE activities not applicable across all placement locations (eg, acute hospital vs private practice) –Variability in student experiences with sim patient dependent on student data gathering –Educators are often not included in the design and implementation –No consideration of student learning styles –Inconsistent provision of feedback dependent on SBLE modality (eg, sim patient SBLE more feedback vs. self-directed computer/prerecorded SBLE) –Impact of technology on learning experiences ○ Equitable access to the internet ○ Software updates –Faculty input to develop sessions ○ Time ○ Experience –Availability of suitable resources, including rooms and equipment –Placement scheduling –Extensive initial financial input for setting up rooms and equipment, training staff and sim patients, development of scenarios –Student anxiety and stress

–The flexibility of computer and prerecorded SBLE to be scheduled in placements –External and internal funding opportunities –Availability of dedicated SBLE rooms and equipment –Financial benefits once initial outlay invested –Ability to demonstrate rare and complex clinical cases in a safe environment