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Faculty and Instructors

Outline of Policies for SIEC Instructors

Course conduct

The UMMC Simulation and Interprofessional Education Center (SIEC) provides simulation-based education for all participants in an emotionally safe and confidential environment. Course directors and instructors are responsible for creating and maintaining a learner-centered, emotionally safe environment, where mistakes are welcome and reflective learning is encouraged.

All course directors and instructors are expected to hold the basic assumption of simulation: “We believe that everyone participating in the simulation scenario is intelligent, well-trained, cares about doing their best, and wants to improve.”

All course directors and instructors are expected to exercise the highest level of professionalism, integrity, ethics, objectivity and mutual respect in their behaviors.

Assistance with completion of the documentation for the three essential elements of a successful simulation scenario, pre-briefing, the scenario itself, and the de-briefing, can be obtained from the UMMC SIEC staff.

The UMMC SIEC administration reserves the right to suspend course director, instructor and participants’ privileges of SIEC use for misconduct or misbehavior at any time. A notice will also be sent to the appropriate department notifying the reason for the individuals’ suspension.

Pre-briefing

Before high fidelity simulation sessions, the course director and/or instructor is expected to conduct a pre- briefing session that includes at a minimum:

  • Introduce instructors and participants.
  • Obtain attestation to confidentiality about participant performance, scenario content and video recordings (“Las Vegas rules”: what happens here, stays here).
  • Obtain consent for video recording and still photo usage.
  • Obtain consent for non-participant observation of the scenario, if applicable. In general, non- participants should not observe simulation, unless the instructors and participants are aware of such observation and consented.
  • Explain the goal and stakes of the simulation session: learning, formative or summative assessment.
  • Orient participants to the environment and simulator.
  • Clearly state participant roles and expectations.

Scenarios

The four criteria cited below are fundamental premises upon which the educational program of the UMMC SIEC is based. These follow internationally recognized standards for the use of health care simulation. The UMMC SIEC reserves the right to limit further access to SIEC facilities if sessions fail to meet these standards.

  • The course director is expected to review the scenarios in advance and have a “walk through” with the simulation center staff before the session. Ideally, the “walk through” should occur a week prior to the simulation session to enable sufficient time to test and implement any needed changes. The walk-through will be scheduled with the SIEC staff.
  • All scenarios are expected to be entered in the standard SIEC scenario format and undergo peer and content expert review. All scenarios are evaluated after each session (as required for SSH accreditation) and modified to improve fidelity, relevance and evidence base.
  • All scenarios are expected to have clear, concise, specific, observable and measurable learning objectives. The scenario states should address the learning objectives. The scenario should end when the leaning objectives are achieved. End of scenario is clearly announced, and participants are asked to move to the debriefing room. When necessary to support the learning objectives and to accommodate specific learning needs, bedside debriefing (including further hands-on practice) may be conducted.
  • The simulated patient does not “die” during scenarios, unless patient death is a learning objective.

Debriefing

Course directors and instructors are expected to conduct structured debriefing after scenarios with the following phases:

  • •Emotional decompression (“How did it go?” “How do you feel?”)
  • Analysis (What went well? What could be improved next time? What was observed? What was on the participant’s mind.)
  • Summary (What was learned? What is the take-home message?)

During the analysis phase, the instructors may use “plus/delta”, “advocacy/inquiry” or other, blended approaches. Instructors are expected to be curious facilitators of discussion, who encourage reflection by trainees and instructors do not lecture.

Session evaluation

All simulation sessions have to be evaluated at least by the participants and the instructors. Instructors should withdraw (i.e. not “looking over shoulders,” but be available to answer questions) while the participants fill out anonymous surveys.

Feedback from instructors is vital for quality improvement of the scenarios and simulation experience. Instructors are expected to fill out the “Session Evaluation by Instructors Form” and also discuss their suggestions for improvement with the simulation staff.