Fellowship Curriculum
The 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
Fellow Responsibilities
Clinical
- Hours per week (or shifts per month) will depend on area of subspecialty
Educational
- Work as part of the simulation team, including collaboration with education specialists, technicians, content experts and facilitators
- Conceive, design, develop, pilot, implement, and assess at least one educational course using simulation-based education and training principles
- Organize and deliver quarterly simulation session(s) for pediatric (or similar) residents
- Work with pediatric residents and other trainees during their 2- or 4-week elective rotations at the Center for Simulation, including orientation, topic discussions, and evaluation
- Pursuit of certification as a Certified Healthcare Simulation Educator (CHSE) through the Society for Simulation in Healthcare is encouraged, but not required
Research
- Develop an original project, including project conceptualization, protocol development, IRB submission (if indicated), enrollment of participants, measurement and analysis of outcomes, and manuscript development (if warranted). We recognize that this is difficult within a 1-year training program, however continued mentoring on our part after graduation should allow completion to manuscript. The fellow’s research project will be mentored by Drs. Geis and Kerrey. The specific project will be chosen to maximize both feasibility and impact, as well as the educational value.
Evaluation Process
The fellow will meet at the beginning of the academic year with the Fellowship Program Director to review and discuss learning objectives, responsibilities, and goals for the training year. Then, the fellow will meet monthly with the Fellowship Program Director to provide formative feedback, identify areas of need, and develop short-term and long-term plans to fulfill those needs. Input for each session will be obtained from each faculty member, the education specialists and other staff from the Center for Simulation and Research, and from clinical staff within the fellows’ area of subspecialty practice. Additionally, the Fellowship Program Director will meet quarterly with the fellow and the fellow’s research mentor to ensure the fellow is progressing in his/her research project. At least twice annually, the fellow will be evaluated by all the staff through an online survey instrument where all Center staff can provide feedback. Survey data will be organized and presented by the Program Director, then the fellow will be allowed to self-identify areas of need in comparison to the team-level feedback. At the end of the training year, the fellow will have an exit interview and receive summative feedback.
The fellow will meet at the beginning of the academic year with the Research Director to begin planning their scholarly project. Research meetings will then occur regularly throughout the year, with the Research Director reviewing all products of the scholarly project, including the study proposal/protocol, abstract, and manuscript.
