CHSE Chapter 4: Leadership in Simulation(Correctly
solved)
Most people acquire their simulation expertise through which top 4 methods? correct answers1)
Attending workshops
2) Working with an experienced individual or observing an experienced individual
3) Reading about simulation
4) Working alone using trial and error
5 Levels of Instructor Training for Bay Area Simulation Collaborative Model - based off
Benner's novice-to expert theory correct answers1) Novice
2) Advanced Beginner
3) Competent
4) Proficient
5) Expert
2 Steps of Instructor Training at Novice level-
for Bay Area Simulation Collaborative Model correct answers1) Technical training
2) May include training through simulator manufacture
2 Steps of Instructor Training at Advanced level -
for Bay Area Simulation Collaborative Model correct answers1) Foundations of simulation
methodology
2) May include written or online resources
6 Steps of Instructor Training at Competent Level -
for Bay Area Simulation Collaborative Model correct answers1) Begins observation with
experienced simulation educator
2) Collaborates on scenario development
3) Practices facilitating simulation with feedback from experienced simulation education
4) Leads debriefing sessions with feedback
Receives advanced technical training
5) Receives advanced technical training
6) Receives discipline-specific training
2 Steps of Instructor Training at Proficient Level -
for Bay Area Simulation Collaborative Model correct answers1) Acts as experienced simulation
educator and mentor for novice simulation educators
2) Demonstrates innovation in simulation
2 Steps of Instructor Training at Expert Level -
for Bay Area Simulation Collaborative Model correct answers1) Acts as experienced simulation
educator and mentor for novice simulation educators
2) Demonstrates innovation in simulation
, 7 Tips for working with frustrated learners: correct answers1) Begin with observation of one or
more experienced simulation educators
2) Start new simulation educators in their content area "comfort zone"
3) Provide the new educator with a clear and concise template for the scenario
4) Allow new educators to engage at their own pace (initial interaction may be as minimal as
controlling the technical aspect of a high-fidelity simulator
5) Model positive behaviors with the learners
6) Promote a supportive environment for the learners
7) Demonstrate effective debriefing techniques.
How many objectives should there be per scenario? correct answers3-5 Objectives. Any more
than that and your students will become overwhelmed.
What is a familiar teaching tactic that experienced clinical faculty tend to fall back on? correct
answersInteract with learners during the scenario while providing "real-time" guidance. Be
reassured that that the best learning experience develops by allowing he learners to work with
minimal intervention from the educator.
Should the simulated patient die? correct answersIt is argued that the simulated patient should
only die if it is part of a learning objective.
8 Barriers to securing simulation activities as part of an education program: correct answers1)
Time to prepare for simulation activities
2) Lack of training
3) Belief that it is not a useful teaching method
4) Lack of space or equipment
5) Complicated scheduling
6) Lack of funding
7) Lack of staffing
8) Concerns of student engagement
5 Strategies for addressing challenges in securing simulation activities as part of an education
program: correct answers1) Identifying educators who are interested in being trained in
simulation.
2) Meeting with content or course leaders to explore opportunities for simulation
3) Suggesting simulation activities that do not require elaborate equipment or space
4) Reviewing course or training objectives and identifying ways to incorporate simulation to
meet those objectives
5) Advocating for simulations as a tool to increase learner experience with diversity and high-
risk, low-volume patient experiences.
1) An experienced simulation educator wants to include simulation in a community-based course
that does not currently use simulation as a teaching strategy. The course leader states that it is not
feasible to include simulation because it is too difficult to schedule another course activity in the
simulation lab. What is the best response?
solved)
Most people acquire their simulation expertise through which top 4 methods? correct answers1)
Attending workshops
2) Working with an experienced individual or observing an experienced individual
3) Reading about simulation
4) Working alone using trial and error
5 Levels of Instructor Training for Bay Area Simulation Collaborative Model - based off
Benner's novice-to expert theory correct answers1) Novice
2) Advanced Beginner
3) Competent
4) Proficient
5) Expert
2 Steps of Instructor Training at Novice level-
for Bay Area Simulation Collaborative Model correct answers1) Technical training
2) May include training through simulator manufacture
2 Steps of Instructor Training at Advanced level -
for Bay Area Simulation Collaborative Model correct answers1) Foundations of simulation
methodology
2) May include written or online resources
6 Steps of Instructor Training at Competent Level -
for Bay Area Simulation Collaborative Model correct answers1) Begins observation with
experienced simulation educator
2) Collaborates on scenario development
3) Practices facilitating simulation with feedback from experienced simulation education
4) Leads debriefing sessions with feedback
Receives advanced technical training
5) Receives advanced technical training
6) Receives discipline-specific training
2 Steps of Instructor Training at Proficient Level -
for Bay Area Simulation Collaborative Model correct answers1) Acts as experienced simulation
educator and mentor for novice simulation educators
2) Demonstrates innovation in simulation
2 Steps of Instructor Training at Expert Level -
for Bay Area Simulation Collaborative Model correct answers1) Acts as experienced simulation
educator and mentor for novice simulation educators
2) Demonstrates innovation in simulation
, 7 Tips for working with frustrated learners: correct answers1) Begin with observation of one or
more experienced simulation educators
2) Start new simulation educators in their content area "comfort zone"
3) Provide the new educator with a clear and concise template for the scenario
4) Allow new educators to engage at their own pace (initial interaction may be as minimal as
controlling the technical aspect of a high-fidelity simulator
5) Model positive behaviors with the learners
6) Promote a supportive environment for the learners
7) Demonstrate effective debriefing techniques.
How many objectives should there be per scenario? correct answers3-5 Objectives. Any more
than that and your students will become overwhelmed.
What is a familiar teaching tactic that experienced clinical faculty tend to fall back on? correct
answersInteract with learners during the scenario while providing "real-time" guidance. Be
reassured that that the best learning experience develops by allowing he learners to work with
minimal intervention from the educator.
Should the simulated patient die? correct answersIt is argued that the simulated patient should
only die if it is part of a learning objective.
8 Barriers to securing simulation activities as part of an education program: correct answers1)
Time to prepare for simulation activities
2) Lack of training
3) Belief that it is not a useful teaching method
4) Lack of space or equipment
5) Complicated scheduling
6) Lack of funding
7) Lack of staffing
8) Concerns of student engagement
5 Strategies for addressing challenges in securing simulation activities as part of an education
program: correct answers1) Identifying educators who are interested in being trained in
simulation.
2) Meeting with content or course leaders to explore opportunities for simulation
3) Suggesting simulation activities that do not require elaborate equipment or space
4) Reviewing course or training objectives and identifying ways to incorporate simulation to
meet those objectives
5) Advocating for simulations as a tool to increase learner experience with diversity and high-
risk, low-volume patient experiences.
1) An experienced simulation educator wants to include simulation in a community-based course
that does not currently use simulation as a teaching strategy. The course leader states that it is not
feasible to include simulation because it is too difficult to schedule another course activity in the
simulation lab. What is the best response?
