Curriculum Component/Education Objective Teaching Method Examples Assessment Examples
Expertise in the use of a wide variety of medical simulation equipment, training devices and moulage Small-group learning (fellow(s), faculty, students)


Problem-based Learning

Standardized Patients

Formative: Run cases on various simulators without learners present to test Fellow’s ability

Summative: Demonstrate ability to run several full simulation sessions with faculty observers grading performance

The ability to implement or integrate a formal simulation-based curriculum into existing training programs Readings

Learning Projects (e.g. take old curriculum and develop a plan using simulation)

Problem-based Learning

Formative: Discuss understanding of assigned reading material/journal club

Summative: Incorporate a simulation course into an existing curriculum not previously utilizing simulation (written report)

The ability to develop a business plan for typical residency-based simulation programs Readings

Discussion (Fellow(s), faculty, MBAs)

Learning Projects (e.g. develop a formal pro forma)

Formative: Discuss assigned readings

Summative: Develop a formal pro forma for a simulation program evaluated by institution MBA

Proficiency in applying for grant funding to support simulation research Role-models

Learning Projects (e.g. review old grants with institution grant writers)

Real-life Experiences (e.g. participation in grant meetings)

Formative: Participate in institution grant meetings and discussion of previous grant applications

Summative: Prepare a complete grant application

Expertise in the concept and training of multi-disciplinary teams in the principles of Crisis Resource Management (CRM) Readings


Team-based Learning

Video Review of Learner Scenarios

Feedback on Performance

Formative: Discuss reading material. Practice running CRM cases and review video/debrief

Summative: Run formal CRM cases and review the video/debrief

A comprehensive understanding of how patient safety training initiatives are best taught utilizing medical simulation Readings


Small-group Learning

Formative: Discuss readings/lectures

Summative: Formal presentation to core simulation faculty

Expertise in the ability to debrief learners in a variety of training programs Readings

Feedback on Performance

Video Review of Fellow’s Ability to Debrief and Provide Feedback


Formative: Feedback on performance of simulation debriefing. Discussion of readings.

Summative: Demonstrate ability to lead debriefing of a large simulation session with faculty observers grading performance

The ability to develop large scale simulation-based training scenarios for special populations (EMS/Disaster/Hazmat/Military) Small-group Learning

Reflection on Experience

Learning Projects (e.g. develop city-wide simulation-based exercise for disaster scenarios)


Video Review of Learner (in providing debriefing and feedback)

Formative: Reflection on experience with disaster simulation scenarios

Summative: Develop a case and debriefing for a large-scale simulation and review video

An ability to execute the administrative duties of a simulation medical director/administrator including how to obtain buy-in from key personnel Readings

Role Models

Real-life Experiences

Learning Projects (e.g provide a formal simulation consultation for an academic department)

Formative: Attend weekly administrative meetings and discuss policy decision making

Summative: Participate in a formal exercise with a standardized administrator (actor) asking why they should support a simulation program

Expertise in case development/scenario building Readings

Feedback on Performance

Problem-based Learning


Formative: Review written cases monthly

Summative: Write 10 formal cases for review/portfolio

Proficiency in research methodology for simulation-based scholarship Readings


Learning Projects

Role Models

Formative: Discuss lecture/reading material

Summative: Develop one publishable manuscript or peer-reviewed scholarly project before graduation