Topic 1: Introduction to Simulation Based Education (SBE)

This topic introduces the course and key aspects of the theory and practice of Simulation Based Education (SBE), focusing on principles and purpose of SBL and the breadth of use across health and care education and clinical practise.

The learning outcomes for this topic are:

• Be aware of the background to the development, design, and purpose of this course.
• To describe the rationale and potential benefits of SBE in enhancing the professional development of individuals and multiprofessional teams in different health and care contexts and help improve the quality and safety of care
• Become familiar with the different modalities of simulation available (e.g. Simulated patients, part-task / hybrid trainers, Mixed reality immersive technologies etc.) and outline the benefits and limitations of each

This topic introduces key educational theories and practice and how they help us make the most of SBE.

The learning outcomes for this topic are:

• Identify a range of educational theories and how they apply to a variety of SBE activities.
• Explain how different aspects of SBE encourage learners to engage and learn
• Articulate how SBE is an educational process not a standalone event

This topic introduces key aspects of creating a simulated learning environment, including creating and delivering scenarios.

The learning outcomes for this topic are:

• Identify the phases of simulation.
• Explore the basic aspects of simulation scenario design
• Discuss how to deal with potential problems during the scenario
• To understand the role of the learner in simulation

This topic introduces candidates to debriefing and feedback in SBE. It describes the role of debriefing, identifies debriefing models, and introduces practice debriefing ahead of the accompanying workshop.

The learning outcomes for this topic are:

• Describe the role of debriefing in the learning process
• Identify different models and structures for debriefing
• Have an awareness of strategies for difficult situations
• Understand the value of evaluating debriefing effectiveness, e.g. video recording, self-reflection, peer review, participant feedback, OSAD and DASH

This topic introduces the science and practice of Human Factors and Ergonomics (HFE) and describes how specific HFE tools and techniques might help enhance the design, delivery, and benefit of simulation-based practice in different contexts.

The learning outcomes for this topic are:

• Outline Human Factors and Ergonomics as a science, its aims, and scope of practice to optimise system performance and human well being
• Describe different types of performance influencing factors that can help or hinder delivery of safe, effective care
• Outline key principles of individual and team-based professional capabilities and limitations that can affect performance of ‘the human’ in the system and be explored through simulation-based activities
• Describe current concepts relevant to patient safety improvement and organisational learning such as adopting a safety-II mindset, differentiating work-as-done from work-as-imagined, and identifying benefits of a restorative ‘just and learning’ culture
• Explore and critique a series of case studies that illustrate how simulation-based interventions can help apply HFE and systems thinking methodologies to benefit patient safety improvement, work system and process design, and support a restorative culture approach in learning from harm

This topic introduces the wide range of individual roles and responsibilities involved in planning, developing, and delivering SBE, including the management of a simulation programme or centre.

The learning outcomes for this topic are:

• Clarify key roles associated with SBE, and their respective scopes of practice and responsibilities
• Describe how those roles interact in the production of high quality SBE
• Consider potential conflicts that may arise in SBE how they may be resolved or mitigated

On completion of the Core Course of Becoming Simulation Faculty, learners will attend a full day

workshop to enhance their learning, practice new skills, and complete the programme.

The workshop will offer an experiential learning opportunity to extend and consolidate the knowledge from the elearning topics within the core course, and focus on some key skills and behaviours that are important for new simulation faculty to discuss or rehearse together

The learning outcomes for the workshop are:

• Identify and practice key skills and behaviors of new faculty outlined in the eLearning topics
• Begin the process of continued and ongoing development as a simulation educator or faculty member
• Develop and strengthen opportunities to connect with new and experienced simulation faculty colleagues through relevant communities of practice locally, regionally and nationally