Facilitator Evaluation
Evaluating Facilitation Skills
Another group that benefits from evaluation is virtual simulation facilitators. Using a virtual simulation effectively requires planning and preparation to motivate and engage learners. A successful virtual simulation experience goes beyond simply offering learners access to a virtual simulation and requires a facilitator who understands learners’ needs and creates a welcoming, inclusive virtual space. For this reason, it is important for educators who are facilitating virtual simulations to periodically evaluate their own techniques and skills (Cheng et al., 2015). There are several ways to do this.
Educators can:
- Ask learners for feedback formally through written feedback or informally through verbal feedback.
- Keep a reflective journal on the facilitation process.
- Ask an expert facilitator to co-facilitate some sessions and provide constructive feedback; known as co-facilitating and ‘debriefing the debriefers.’
- Form a group of peers to review each other’s sessions and provide constructive feedback.
Continuing professional development is also key to further strengthening facilitation skills. The Healthcare Simulation Standards of Best Practice™ provides excellent strategies for staying current in the evolving field of simulation. For further information on facilitation skills during debriefing, see Chapter 5.
One last word about evaluation: it is considered sound ethical practice to tell anyone who will be sharing their data about the purpose of the evaluation, how their data will be used, and what the educator is doing to ensure data confidentiality and security.
Expert’s Corner: Feedback on Facilitation Skills
An evaluator posts this request on the learning management system:
Hello everyone. I am interested in learning what I can do better when facilitating our virtual simulation debriefing session. Please take one minute to answer the following questions. Please note: your responses will be anonymous, and I will be using this information to improve future sessions.
My questions are: “What am I doing well?”, and, “What would you like me to change?”. Thank you!
There are many resources available on the evaluation process and educators are encouraged to explore those resources. A checklist might also be useful in being systematic with evaluation (Table 6.3).
Click here to download the Evaluation Checklist.
Table 6.3: Evaluation Checklist
| Evaluation Checklist | Checklist |
|---|---|
|
Identify evaluation purpose. |
□ |
|
Clarify key evaluation questions and the information needed. |
□ |
|
Identify evaluation audience or target (who will read the results?). |
□ |
|
Determine the type of evaluation: formative or summative. |
□ |
|
Identify who will provide information (learners, facilitators, lab personnel, etc.). |
□ |
|
Determine data collection methods (survey, quiz, observation, interview, etc.). |
□ |
|
Consider data analysis strategies. |
□ |
|
Set timelines. |
□ |
|
Outline necessary resources (time, skills, etc.). |
□ |
Knowledge Check Activity 6.1
Facilitator Faraz wants to evaluate various outcomes for an upcoming virtual simulation. Unfortunately, the evaluation strategies have been jumbled! Can you help Faraz sort the evaluation strategies to the correct outcomes? Drag each of the outcomes into the appropriate evaluation strategy.
Knowledge Check Activity 6.2
**Virtual Gaming Simulation (VGS)
