Good practices in simulation-based education in ophthalmology - A thematic series. An initiative of the Simulation Subcommittee of the Ophthalmology Foundation Part II: Faculty development for simulation-based education in ophthalmology

Faculty development should be a priority to sustain and support simulation-based training programs. Clinical educators in ophthalmology should be provided with development opportunities and training in simulation-based education opportunities to become better facilitators and keep up with this fast-growing educational field. Faculty development results in better-skilled faculty and optimized application of this specialized learning strategy. Faculty include experts in simulation-based education, simulation expert technicians as a specialized category, and faculty in the field of ophthalmology, who should embark on a continuing education pathway that keeps them up to date with the latest developments in simulation-based education. Learning experiences on training by simulation can be multimodal with several delivery formats, such as formal courses and training programs, informal apprenticeship, conference attendance, web-based learning, and participation in online discussion forums. Faculty development on simulation-based education programs should be designed in accordance with the level of the facilitator within a progressive skill acquisition model. In this review, we chose to use Kern's six-step model for designing faculty development programs on education by simulation in ophthalmology. Kern's model represents curriculum design that is cyclical, spiral, and multidirectional, and includes problem identification and general needs assessment, targeted needs assessment, goals and objectives for faculty development, educational strategies, implementation, and evaluation and feedback. Faculty development programs must be designed to train facilitators who are competent in simulation-based education which aligns with social needs and the institution's mission and philosophy.