The faculty of the Rector CSSC have developed and supported many of the curricular interventions that utilize simulation and the resources of the Rector CSSC. This extends from preclinical undergraduate medical education programs, through the clinical undergraduate programs, through graduate education (residency training) and finally to the health professional Colleges at the University. Rector CSSC has an established mechanism for access to this development system by which faculty from any College of the University can contact the Rector CSSC Team. The Co-Directors, the Associate Director, the Director of Operation (DOO) and staff then work with the faculty to develop a simulation education and assessment consult.
The mechanism uses an established template that the Rector CSSC developed.
A description follows of this mechanism, detail key points, and examples of curriculum developed at Rector CSSC for undergraduate preclinical learners, undergraduate clinical learners and graduate education programs.
A Simulation Program Coordinator (SPC) or Standardized Patient Trainer (SPT) are assigned to each program; the SPC/SPT is the primary contact person for the program and is responsible for it. Rector CSSC faculty and the DOO supervise the SPC and/or SPT in order to meet new needs and to optimize quality assurance. Meetings are held on an ongoing basis to refine and review any new needs for development.
The mechanism that has been developed over the past 20 months and has worked without problem for a multitude of new programs. All programs use the following mechanism:
Step 1: Any TJU Faculty member or coordinator or faculty from an affiliated hospital from any GME or UME program or, for OT/PT/Couple and Family Therapy, Pharmacy, Radiologic Sciences and Nursing Faculty members may access Rector CSSC.
Step 2: An Initial meeting is scheduled that includes the faculty member, the Rector CSSC Faculty and one SPC and/or one SPT. If a JEFF PLAYERS program is considered, Rob Hargraves, our JEFF PLAYERS managing Producer is included. During this initial meeting, a template is used to determine the needs of the faculty to produce the program with RCSSC. AV, room logistics, SP use, low and high fidelity simulation use, ability to integrate into other aspects of the curriculum, evaluation, assessment and potential interdisciplinary and potential for research are discussed. The template serves as a guide for step 3 and for SPC/SPT production.
Step 3: The Rector CSSC Faculty (and in the Surgical simulation programs, Carmen Sultana) write up a formal summary of the meeting so as to state the faculty support for the program from the Rector CSSC. Based upon this document and the template we provide the specifics to support produce and evaluate each program and optimize the utility of the resources (rooms, AV, models, supplies) and faculty of the Rector CSSC. We make certain that everyone involved in the simulation has been trained on and is qualified to use the models and devices required. If not, we have a faculty and an SPC available (required) for assistance.
Step 4: Production and execution phase: We put into effect the template and the summary document. We ask that the program faculty do a walk-through prior to the program so that we can make last minute adjustments.
Step 5: Program implementation: The SPC and/or SPT are required to be present as well as a Rector CSSC faculty for backup during the program itself. Often the Rector CSSC faculty will serve as faculty for the specific program.