Abstract Details

Neurology faculty encounter challenging interprofessional scenarios throughout their careers. However, there is rarely dedicated education on communication and professionalism after training.  

We surveyed core neurology teaching faculty about experience with simulation-based activities and designed four virtual FOSCEs on: debriefing an adverse clinical outcome, assisting a struggling colleague, providing negative feedback, and performing a teleneurology visit.  Faculty interacted with a standardized professional (SP) in individual breakout rooms, received feedback from the SP, joined group debriefing, and completed surveys to assess their experience.   Performance was evaluated by the SPs using a behavioral checklist as not done, partly-done or well-done.  

23 out of 83 (28%) faculty members completed the survey. 11/23 (48%) had no/minimal experience as an instructor, whereas 17/23 (74%) had no/minimal experience as a learner in simulation activities.

11 out of 83 (13%) faculty completed the FOSCEs thus far. All participants reported the session was realistic, helped them feel more prepared, and should be used for future faculty development.  All participants felt the individual feedback from SPs was helpful and 10/11 (90%) agreed the group debriefing session was helpful.  Equal numbers of faculty responded they would prefer an in-person (4/11, 36%) versus a virtual (4/11, 36%) experience.

Faculty performed well on maintaining computer etiquette, exhibiting comfort and confidence (97% ‘well done’) and using non-verbal communication (82% ‘well done’), but poorly on optimizing technical aspects of the encounter (49% ‘well done’).

FOSCEs are a feasible and effective platform for faculty to practice, and receive feedback on, communication skills and professionalism.   We continue to gather data as more faculty members participate. Future projects may explore the impact of these faculty development activities on teaching and patient care.