Simulated Patient Educator - Cape Breton Medical Campus

This position will not be impacted by the hiring freeze occurring at Dalhousie.

PURPOSE OF CAMPUS: 

Dalhousie University and Cape Breton University entered into a partnership in 2022 to establish the Cape Breton Medical Campus in Sydney, NS, with a goal of admitting the first cohort of learners in 2025. Together, the institutions share the goal of enhancing their contribution to Nova Scotia’s evolving health reform agenda by:

• increasing the number of family physician specialists and, eventually, Royal College specialist physicians serving communities in rural Nova Scotia;
• training physicians with exceptional skills and cultural competencies in the areas of family medicine, rural family medicine, rural practice, and L’nu health;
• advancing healthy communities through promotion of a preventative and collaborative care model that enables equitable access across the full continuum of care;
• creating opportunities for interprofessional education between physicians, nurses, nurse practitioners, social workers, public health professionals, and other healthcare professionals to meet the current and future needs of communities in rural Nova Scotia; 
• improving health outcomes in rural communities and across Nova Scotia health zones, through interdisciplinary research, particularly in the areas of aging, frailty, and other diseases prevalent in rural communities (such as cancer and diabetes), as well as Indigenous health and African Nova Scotian health; 
• mobilizing inspired, passionate physician leaders to increase training capacity in Cape Breton and rural Nova Scotia; and
• advocating for family physicians and the health care system as a whole.

PROGRAM DESCRIPTION:

Cape Breton Medical Campus (CBMC) is one of the three campuses of Dalhousie Faculty of Medicine. The main administrative office is located on the CBU Campus in Sydney.   CBMC offers a continuum of education programming for up to 30 students per year over the 4-year undergraduate program. In addition, postgraduate residency training programs will be developed, and additional core clinical rotations will be provided through the postgraduate training programs based in Halifax and other areas of rural Nova Scotia. Clinical teaching is provided by more than 650 faculty distributed throughout the clinical teaching sites and supported by local staff and academic leadership in Nova Scotia Health regional facilities. A partner in the Nova Scotia Health Innovation Hub, Cape Breton is a developing leader in rural clinical trials capacity building. The Centre of Excellence for Healthy Aging is dedicated to programs and research that translates into improved care for older adults in rural Nova Scotia. Continuing professional development is provided to all faculty regardless of geography

JOB SUMMARY:

In consultation and collaboration with faculty and staff, the Simulated Patient Educator is a key leader, with responsibility for developing, implementing, and evaluating pedagogically sound, simulation-based curriculum and instructional design for the medical program. Learners include students and residents in medicine. Simulation-based education has recently gained a broader reach within health profession education and has emerging guidelines requiring continuous professional development.

SPEs are responsible for effective and efficient curricular program development, management, and administration of uniprofessional and interprofessional educational programming involving real, simulated participants and mannikins to train clinical and communication skills. CBMC SPEs recruit, hire, train, supervise, and manage simulated participants and support staff using principles grounded in evidenced-based best practices of simulation methodology. SPEs also work with educational programs on integrating technology and learning management systems, including Brightspace and SimIQ, and the clinical simulation management operating platform on campus. CBMC SPE’s also administer and oversee the Volunteer Patient Program, including the recruitment, scheduling, and supervision of all volunteers used in curricular and extracurricular activities.

SPE’s work with a team to develop a comprehensive assessment of programming, project requirements, scope and structure. To accomplish this SPE’s are responsible for a broad range of interactions including with CBMC team members, faculty, their colleagues at Dalhousie’s two other medical campuses, DMNS and DMNB, and external clients. They serve as key CBMC representatives on major projects and committees. They are also responsible for all activities and resource management within the CBMC simulation based education.

SPECIFIC RESPONSIBILITIES:

This multifaceted role as a Simulated Patient Educator has wide breadth of curricular responsibility that encompasses program design, development, management, implementation and evaluation.

Curricular program design, development, and evaluation

• In collaboration with faculty, provide strategic leadership and decision-making on course/curriculum design and development by applying innovative simulation methodology and instructional design principles to determine learning objectives, instructional needs, assessment rubrics, and program evaluation. This might include piloting the curriculum before implementation.
• CBMC SPEs chair pre and post unit meetings and are instrumental in the development of curricular changes to skilled clinician content, e-portfolio and syllabi.
• Provide guidance to faculty when developing simulation-based curricular programming by applying evidence-based principles of simulation methodology and best practice guidelines for effective course development.
• In collaboration with faculty, develop simulation scenarios and corresponding assessment rubrics to ensure learning objectives will be met and measured by the instructional design and content of the simulation.
• In collaboration with faculty, develop procedural skills simulation, including Ultrasound scenarios and corresponding assessment rubrics to ensure learning objectives will be met and measured by the instructional design and content of the simulation.
• CBMC SPEs participate in stakeholder activities and drive curricular changes in content, e-portfolio and syllabi.
• Develop simulated patient materials and scripts that align with simulation scenarios and enhance reliability and validity of the scenarios, assessment of learners, and all participants’ simulation experience.
• In collaboration with UGME, Student Accommodations and CBMC Student and Resident Affairs, SPEs develop and implement student learning accommodation plans for academic and assessment events
• Analyze the operational feasibility of proposed simulation curriculum, from a resource (e.g. space, equipment, technology) and scheduling perspective.
• Prepare financial estimates for proposed simulation programming, including all resources required (e.g. simulated participants, space, equipment, resources).
• Ensure curriculum maintains the ethical, psychological, and physical safety of learners and simulated participants.
• Where appropriate, propose technology platforms to effectively deliver curricular programming, including the simulation management operating platform, SimIQ. This includes maintaining an up-to-date skills application of the clinical simulation management operating platform, SimIQ.
• Develop, prepare, and submit evaluation reports on curricular events, using process, impact, and learning outcome evaluation methodologies.
• Advise the CBMC Director on potential and current curricular programming and provide reports on projects.
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Curricular program management and implementation

• Manage curricular event(s) from start to finish using a project management framework, which includes determining the scope and structure of the project, project requirements (human and physical resources), and the dependency relationship between planning activities and the current schedule status.
• Manage all resources for extra-curricular events, including but not limited to capital and consumables, and cleanliness
• Oversee the management of simulated participants, including recruiting, hiring, training, and coordinating renumeration, on specific scenario content to ensure learning objectives and project requirements will be met.
• Assign administrative tasks to the UGME and CBMC team, including Nursing and Allied Health Care providers, coordinators and CBMC staff. Design program schedules to ensure maximal learner experience and efficient, fiscally responsible programming.
• Design staffing model for programming, in collaboration with faculty and stakeholders.
• Manage the implementation and administration of the curricular event day(s) with learners and simulated participants, ensuring project goals and requirements are met. This includes autonomous critical problem-solving during events.
• Facilitate simulation pre-briefs and debriefs with learners, instructors, and simulated participants.
• Develop and implement processes which assure the highest degree of confidentiality, especially in summative assessments.
• Manage multiple complex and concurrent programs in an effective and efficient manner, while prioritizing learning objectives and outcomes.
• Manage the simulation project and event management databases in DalMedix and Sharepoint
• Develop, foster, and maintain collegial relationships with internal and external clients.
• Ensure curricular programming complies with university governing policies and external contract legal agreements.
• Lead team meetings with UGME Coordinators to create all Skilled Clinician and PIER Unit schedules, including, but not limited to the review and revision of One45 schedules, Sharepoint documentation and Brightspace LMS content. 
• Liaise with stakeholder departments at the Cape Breton Regional Hospital to coordinate student visits, patient availability and logistics.
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• Additional Duties
• Recruit, volunteers and administer the volunteer patient program, including recruitment, scheduling, and supervision of all volunteers used in curricular and extracurricular events, while ensuring demographics are representative of the population of Nova Scotia, and that principles of equity, diversity, and inclusion are applied.
• Establish performance requirements and expectations of simulated participants and support staff. This includes using best evidence in the development of practice guidelines for both simulated participants and simulated patient educators.
• Determine key demographic data requirements to meet academic requirements for curricular programming across a variety of disciplines.
• Develop and deliver Dalhousie educational materials to train simulated participants to required programming frameworks, such as communication skills to enable simulated participants to provide verbal and written feedback to learners.
• Train simulated participants to complete assessment of learners, when required for specific curricular programming.
• Create and implement pre-brief and debrief strategies for simulated participants to ensure their psychological safety during simulations.
• Evaluate and manage simulated participants’ job performance by providing regular feedback to simulated participants and support staff, both verbally and in writing. This might also include remediation and/or termination to ensure curricular programs and learner needs are of the highest quality and priority.
• Facilitate the planning, enhancement, use, and management of the simulated participant and support staff database in DalMedix.
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• CBMC SPEs maintain current knowledge of best practice, research, trends, and innovations in Procedural Clinical skills to provide the Procedural Skills Curriculum.
• Collaborate with faculty and staff to develop UGME curricular changes and methodologically-sound research studies ensuring that ethics and confidentiality are incorporated, to advance simulation methodology scholarship.
• Contribute to developing, presenting, and publishing simulation-based scholarship and best practice guidelines, to advance the field of SP methodology.
• Influence policy and practice guidelines through sharing knowledge and innovation related to simulation methodology and instructional design with peer SPEs, Skilled Clinician Program Director, faculty, and other staff through regular community of practice forums.
• Participate regularly in local, national, and international communities of practice, associations, societies, and special interest groups that focus on simulation methodology, to ensure best practice and risk management in curricular design.
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• Represent CBMC on relevant UGME committees: including but not limited to Skilled Clinician, UMECC, Procedural Skills Working Group, PUMEC, Ultrasound Working Group , PIER  OSCE, and C3LR Community of Practice,
• Participate in contributing to the CBMC and UGME strategic plan and visions.
• Participate in candidate interviews for CBMC and/or UGME positions as needed

QUALIFICATIONS & SKILLS:

• An undergraduate degree in any health professional program (other health- related degrees may be considered) is required
• A graduate degree focused on adult education, curriculum development, and/or health professions education (e.g., Master of Education) is preferred.
• Other formal education with a focus on adult education and/or curriculum design may be considered (e.g. Diploma in education or curriculum development).
• A minimum of 7 years of progressive experience in a health/medical field including project management and educational programming.
• Must have demonstrated knowledge of and ability to apply principles and best practices pertaining to experiential and simulation-based learning, specifically in clinical and communication skills health education.
• The incumbent must have proven written and verbal communication skills and strong project management skills.
• The incumbent must have the ability to work in a fast-paced team-based collaborative environment, and must demonstrate enthusiasm, advocacy, and care for student learning.
• A flexible working style is essential, including evenings, weekends and potential travel..
• The incumbent is required to actively participate in supplemental study to maintain their level of expertise in simulation methodology and curricular/instructional design which includes contributing to developing research, presenting, and publishing simulation-based scholarship, to advance the field of SP methodology.
• A minimum of 3 years of relatable experience with knowledge and ability to supervises simulated participants (includes hiring and terminating employment), volunteers, students, and temporary or casual employees assisting with program delivery.
• Must have the ability to build and maintain a wide array of internal and external contacts for the planning, development, and execution of curricular events, for the promotion and development of best practices and procedures, and to promote the transition of didactic learning to experiential to engage students, help them develop critical thinking and enhance their clinical practice.
• The incumbent is expected to work independently with minimal supervision, to be self-directive, and to assume initiative and accountability in all aspects of their work.