Goals and purpose of fellowship
Providing high-quality simulation-based training (SBT) in a healthcare setting requires skilled educators and the increasing demands for SBT in healthcare have driven the development of simulation fellowship programs. These programs offer an opportunity for fellows to acquire a high-level of knowledge and skill in SBT development, delivery and evaluation. In addition, there is an identified need for simulation based research that links SBT with patient safety, system evaluation and patient outcomes. The purpose of establishing a simulation fellowship is to provide a foundational experience in medical simulation to qualified applicants, facilitating successful academic, clinical, and research careers in medical simulation and enhancing the quality of medical simulation in general. The cognitive and technical skills learned during the year-long fellowship will allow applicants to independently lead the design and delivery of simulation-based training programs for graduate, continuing and inter-professional medical education. Applicants who wish to sub-specialize in medical simulation are preferred, as a prime focus of this fellowship is to develop future leaders in medical simulation and simulation-based training. Upon completion of this subspecialty training, the fellow will have the knowledge and skills necessary to augment a clinical and training environment with experiential learning through simulation-based training, thus bringing learning and education to the next level. The fellowship is a non-ACGME fellowship approved by the Graduate Medical Education Committee of UF.
Curriculum and Requirements
Currently, there is no standard or curricular requirements for Simulation Fellowships. The Society of Simulation in Healthcare has begun to explore developing standards and an accreditation process for Simulation fellowships but this is in a very early phase. Our fellowship’s curricular goals and training specifics will be tailored to each fellow based on their desired focus, long-term career goals, and clinical background. The educational components and principles described below are relevant to all potential fellows.
Educational Components of Fellowship Program
- General Educational Principles:
- Adult learning theory
- Curriculum and educational session design, implementation and assessment
- Learner assessment, feedback, and evaluation
- Program development, implementation and evaluation
- Educational research methodology
Simulation Specific Principles
- Human patient simulator and task training concepts
- Scenario design and delivery, including incorporation of technical and non-technical knowledge and skills into scenario development
- Simulation facilitation and debriefing theory and techniques
- Development of assessment tools and programs for procedural skills training and assessment, with a focus on deliberate practice to mastery learning
- Use of audiovisual recording and other technologies to enhance simulation-based research and educational programs
- Training and evaluation of instructors in simulation
- Simulation course intake and evaluation processes
- Simulation center administration
- Promotion of simulation within your institution
- Simulation center accreditation process and requirements
- Research in simulation in healthcare, emphasizing the unique positives of simulation for research, including lack of risk of patient harm, greater control of confounders, and increasing the denominator of infrequent clinical events.
- Hours per week (or shifts per month) will depend on area of subspecialty
- Conceive, design, develop, pilot, implement, and assess one educational program
- Pursuit of certification as a Certified Healthcare Simulation Educator (CHSE) through the Society for Simulation in Healthcare is encouraged, but not required
- Organize and deliver quarterly simulation conferences for pediatric residents
- Oversight of pediatric resident and other trainees during their 2- or 4-week electives rotations at the Center for Simulation, including orientation, scheduling, and evaluation
- Complete one original research project, including submission to a peer-reviewed journal.(for one year fellows) The fellow’s research project will be mentored by Drs. Patterson and Fernandez. The specific project will be chosen to maximize both feasibility and impact, as well as the educational value.
All applicants must qualify for medical licensure and be either: (1) graduates of an ACGME-accredited residency and be board-certified or board-eligible. (2) certified as an advanced practice nurse or physician assistant in acute care medicine.
- 1-2 page personal statement concerning why the applicant wants to do this
- A one page research proposal
- CV that highlights previous simulation/experiential learning training and experience
- Two letters of recommendation specifically highlighting applicants potential in simulation as well as commitment to supporting applicant in this work.
- Personal Interview with Program Faculty
- Fellows are expected to spend 50% of their FTE fulfilling the above simulation curriculum requirements.
- Number of trainees expected per year of training
- One (1) fellow
- For one year fellowship
- Present simulation research/topic at one IMSH or other specialty meeting
- Minimum of one manuscript or MedEd Portal submission
- For Two Year Fellowship
- Present Simulation research/topic at two IMSH or other specialty meeting
- Minimum of two manuscripts or MedEd Portal submissions
- Contact for fellowship- Mary Patterson: email@example.com
Duration of training program
- One year (52 weeks) (May do two years with second 12 months devoted mainly to research)
- 47 weeks Medical Simulation fellowship core content
- 5 weeks paid time off (vacation)