The Center for Medical Simulation Presents: DJ Simulationistas... 'Sup?

Welcome to our second chapter of Curious Now! We're joined by a new set of simulation educators as they work through our weekly workouts together. For the next five episodes, we'll have an Australian focus as we're joined by B.J. So, an anesthetist and simulation educator based in the Sydney area, and Mel Barlow, a registered nurse and academic lead for faculty support at Australian Catholic University. They'll share their experiences on both ends of the breach, from the perspective of a teacher who thought they and their student were on the same page, and a worker who thought their boss was promising something totally different from what they got. Get coaching from Jenny Rudolph at www.harvardmedsim.org Curious Now on Spotify: https://open.spotify.com/show/72gzzWGegiXd9i2G6UJ0kP Curious Now on Apple Podcasts: https://podcasts.apple.com/us/podcast/the-center-for-medical-simulation/id1279266822

In this month's CMS Book Club, Roxane Gardner, Executive Director of the Center for Medical Simulation, is joined by Jenny Rudolph, Grace Ng, and James Lipshaw to discuss Melanie Deziel's "The Content Fuel Framework." Join us for a spicy discussion on getting your team's message heard, whether ideas have any value at all, and if this book is a useful tool for those brought up in the STEM pathway to make their communication more effective. Learn more from CMS at www.harvardmedsim.org! CMS on Spotify: https://open.spotify.com/show/72gzzWGegiXd9i2G6UJ0kP CMS on Apple Podcasts: https://podcasts.apple.com/us/podcast/the-center-for-medical-simulation/id1279266822

A nurse of Ned/Surg has been there for two years. She's interested in moving into cardiac care—she's always been interested in it—and as she sits in the break room, the clinical nurse specialist comes in to talk to her, and says, “Hey, we're going to be able to get you some time in the CCU! We should be able to do this in the next couple of weeks. I know you've really been wanting to get some experience there, and we have a new onboarding program.” But days turn into weeks, and weeks turn into months, and she never seems to be scheduled for the CCU. So finally one day she asks outright, “What happened with that?” And the clinical nurse specialist kind of blinks in surprise and says, “You know, we're just way too short staffed right now, I'm sure we'll get to it eventually.” This example of personal learning deferred is one of the most common breaches to what we call the psychological contract—when I either implicitly or explicitly make an offer to you, and then don't follow through on it the way you were expecting. This week we're going to focus on getting you ready to survive these very common situations, whether you've experienced the breach, or caused it. This week is a great place to hop into Curious Now, with a new chapter on how we interact with other people when we need to work together, but the standards we hold haven't been met. Coaching from Jenny Rudolph at www.harvardmedsim.org Curious Now on Spotify: https://open.spotify.com/show/72gzzWGegiXd9i2G6UJ0kP Curious Now on Apple Podcasts: https://podcasts.apple.com/us/podcast/the-center-for-medical-simulation/id1279266822

Colleen Donovan shares a story from her time as a resident where an encounter with a consistently angry, unhelpful, and very sick patient turned into a moment of wonderful human connection and support after she was able to reset herself and get curious about what was going on. Coaching from Jenny Rudolph at www.harvardmedsim.org Curious Now on Spotify: https://open.spotify.com/show/72gzzWGegiXd9i2G6UJ0kP Curious Now on Apple Podcasts: https://podcasts.apple.com/us/podcast/the-center-for-medical-simulation/id1279266822

If you're in the same boat as so many of the clinicians we work with, you may be feeling that the puff is still out of your pillow post-pandemic. Understaffed, working with colleagues who are newer to their professions, and feeling like there are fewer moments we can rest in trusting our teams to get the work done right. In the final episode of Chapter 1 of Curious Now, we put the whole package together. When we're judgmental, activated, triggered, furious, what are the diagnostic symptoms we can take of ourselves in order to successfully have our reaction, put it aside and reset ourselves, and then get curious about what is going on for the other person? Coaching from Jenny Rudolph at www.harvardmedsim.org Curious Now on Spotify: https://open.spotify.com/show/72gzzWGegiXd9i2G6UJ0kP Curious Now on Apple Podcasts: https://podcasts.apple.com/us/podcast/the-center-for-medical-simulation/id1279266822

Our guests for Chapter One explain their struggle with understanding the standards of other people when implementing new practices for competency-based education. The faculty have tried to explain a continuous growth and development model, but students are still hearing, “You didn't perform well enough to pass.” What are the barriers to understanding how the students perceive the program, and how can we set them up for success when it's time to shift to a new mindset? Coaching from Jenny Rudolph at www.harvardmedsim.org Curious Now on Spotify: https://open.spotify.com/show/72gzzWGegiXd9i2G6UJ0kP Curious Now on Apple Podcasts: https://podcasts.apple.com/us/podcast/the-center-for-medical-simulation/id1279266822

Colleen Donovan and Laura Klenke-Borgmann rejoin Jenny to discuss the emotions that came up as they explored last week's exercise. Join us to compare your own experience with last week's workout to other simulation educators and experts! Curious Now on Spotify: https://open.spotify.com/show/72gzzWGegiXd9i2G6UJ0kP Curious Now on Apple Podcasts: https://podcasts.apple.com/us/podcast/the-center-for-medical-simulation/id1279266822

What happens when someone's actions don't meet our standard? Even in innocuous situations, with complete strangers, we can find that we have a flaming hot judgment rearing up inside of us. Instead of thinking, “I bet this person has a really good reason for doing what they've doing,” our first reaction is often, “What an idiot!” In this week's episode, Jenny explores how when there's a conflict, we can get curious now instead of jumping to harsh, reactive inferences about the other person's intelligence and character. Curious Now on Spotify: https://open.spotify.com/show/72gzzWGegiXd9i2G6UJ0kP Curious Now on Apple Podcasts: https://podcasts.apple.com/us/podcast/the-center-for-medical-simulation/id1279266822

Continuing along the chain from hidden judgments and hidden standards, Jenny Rudolph explores the fundamental question beneath the heat of workplace conflicts—why does other people's failure to meet our hidden standards make us so upset? How do we cool off these conflicts and help ourselves move forward? Learn more from Jenny Rudolph at www.harvardmedsim.org Curious Now on Spotify: https://open.spotify.com/show/72gzzWGegiXd9i2G6UJ0kP Curious Now on Apple Podcasts: https://podcasts.apple.com/us/podcast/the-center-for-medical-simulation/id1279266822

Following up on last week's challenge to examine our complaints and judgments to reveal the hidden standards underlying them, Jenny continues our chapter-long conversation with Colleen Donovan and Laura Klenke-Borgmann. Curious Now on Spotify: https://open.spotify.com/show/72gzzWGegiXd9i2G6UJ0kP Curious Now on Apple Podcasts: https://podcasts.apple.com/us/podcast/the-center-for-medical-simulation/id1279266822

In Chris Voss' book "Never Split the Difference: Negotiating As If Your Life Depended on It", one major point made is that a high-stakes conversation is never just about the words being said. Much more, it's about hearing the emotional state of the other person and really listening to what they have to say and what they need from you. How does this compare to your model for debriefing after a critical event? Do we sometimes have to negotiate that there is even learning to be had from a bad experience? Join the CMS Book Club for a thorough discussion as well as a case walkthrough of deep listening and mirroring in an admissions conversation in a pediatric ER during winter respiratory disease season. With Roxane Gardner, Jeff Cooper, Lia Cruz, Grace Ng, and Fernando Salvetti.

Every "judgment" or "complaint" we have about others reveals a hidden standard that we hold about how people should behave, both in our general lives and in the workplace. By becoming aware of our own hidden standards, we can defuse the heat of arguments when we think someone else is doing something "wrong." Learn more from Jenny Rudolph at www.harvardmedsim.org Curious Now on Spotify: https://open.spotify.com/show/72gzzWGegiXd9i2G6UJ0kP?si=890ed4b02bfe4838 Curious Now on Apple Podcasts: https://podcasts.apple.com/us/podcast/the-center-for-medical-simulation/id1279266822

A nurse preceptor has just watched a trainee commit a serious error despite hours of lecture, reading, and hands on training. In spite of herself, she starts to heat up, much like the more severe clinical educators who trained her years ago. "Why can't you just get this right?" In this moment, how do we reset ourself to a place of care, curiosity, and compassion? How do we model a better culture of learning? How do we have our judgment, instead of our judgment having us? In "Curious Now with Jenny Rudolph," a social scientist takes on the hidden structures that shape our behavior, culture, communication, and learning in healthcare. In this interactive podcast, Jenny Rudolph will help listeners approach the thoughts, feelings, and judgments underlying their reactions in a psychologically safer manner, helping us to better connect with curiosity and compassion to the people around us, especially when we feel that they've done something "wrong." Jenny Rudolph has made a career exploring what makes clinicians, healthcare organizations, and health professions training programs tick. Underneath the surface of intelligent, capable people who care about doing their best are hidden patterns that interfere with how they perform. Hierarchy, ego, communication glitches, resilience, power, professional learning, and how learning happens all flow downstream into creating actions that work and actions that don't. Jenny found out the hard way that being too certain can get you in trouble. Demoted from third to second grade for poor academic performance when she arrived in Jaipur, India as an eight-year-old, she realized she had better get curious about how her new school and culture ran, and that curiosity has remained with her ever since. Jenny now works with clinicians around the world to help them develop their own love of that little dopamine drip of rewarding surprise when you find out something new about your colleagues and how they think. Whether trying to figure out a diagnosis, discovering what a learner is thinking, or upping your own clinical mastery, getting Curious Now is the solution. Curious Now on Spotify: https://open.spotify.com/show/72gzzWGegiXd9i2G6UJ0kP?si=890ed4b02bfe4838 Curious Now on Apple Podcasts: https://podcasts.apple.com/us/podcast/the-center-for-medical-simulation/id1279266822

This CMS Grand Rounds video is a companion discussion to our newly published research article, "Readiness planning: how to go beyond “buy-in” to achieve curricular success and front-line performance" published in Advances in Simulation (https://advancesinsimulation.biomedce.... Join us at #IMSH2025 in Orlando for workshops from our faculty team on Readiness Planning, or visit www.harvardmedsim.org for additional training opportunities! Abstract from Advances in Simulation: "Simulation program staff and leadership often struggle to partner with front-line healthcare workers, their managers, and health system leaders. Simulation-based learning programs are too often seen as burdensome add-ons rather than essential mechanisms supporting clinical workforce readiness. Healthcare system leaders grappling with declining morale, economic pressure, and too few qualified staff often don't see how simulation can help them, and we simulation program leaders can't seem to bridge this gap. Without clear guidance from front-line clinicians and leaders, the challenge of building and maintaining sustainably relevant simulation offerings can seem overwhelming. We argue that three blind spots have limited our ability to see the path to collaborations that support front-line workforce readiness: We wrongly assume that our rigor in designing and delivering programs will lead to front-line participant engagement and positive impact, we overestimate the existence of shared priorities, mindsets, and expertise with our would-be partners, and we contribute to building a façade of superficial education compliance that distracts from vital skill development. How do we design simulation-based training programs that are valued, supported, and sustained by key partners over time? (1) By seeing ourselves as partners first and designers second; (2) by using a boundary spanning design process that shifts the primary psychological ownership of training outcomes to our partners; and (3) by focusing this shared design process on workforce readiness for the situations that our healthcare partners care about most. Drawing on lessons from more than 800 readiness plans developed by participants in our courses and the authors' successes and mistakes in partnering with healthcare teams for front-line readiness, we introduce the concepts, commitments, and practices of “readiness planning” along with three detailed examples of readiness planning in action."

In this CMS Book Club, a Faculty/Fellows panel compares notes from two perspectives on education and information finding, based on their reading of "Curious: The Desire to Know and Why Your Future Depends on It" by Ian Leslie.

This month, the CMS Book Club discusses "Tribal Leadership: Leveraging Natural Groups to Build a Thriving Organization." CMS works closely with healthcare organizations to help improve culture via conversations, which aligns with the thesis of this book, which is that how we talk to one another is a primary driver of culture in an organization. Can every organization achieve a top-level culture? How do you navigate moving between different work settings (floors, professions, hospitals) with drastically different work cultures? How do you protect yourself from toxic culture while still trying to make things better? How can teams, sports, and labor dynamics inform what we do to make work better for our people? www.harvardmedsim.org

Professor Mohammed Mouhaoui joins Lon Setnik and James Lipshaw from the Center for Medical Simulation to discuss the history of the HTIC simulation in Morocco. Lon visited the Moroccan Simulation Society in Fès in 2024 as a speaker and shares his experience meeting Prof. Mouhaoui and with the Moroccan sim community.

Join the reconvened Center for Medical Simulation Book Club as we discuss Amy Edmondson's excellent "Right Kind of Wrong: The Science of Failing Well." Featuring Roxane Gardner, Grace Ng, Jenny Rudolph, Chris Roussin, Lon Setnik, Laura Gay Majerus, James Lipshaw, Henrique Arantes, Hannah Lawn, Melissa White, Saqib Dara, and Lia Cruz. In this episode: A mildly spicy conversation around using outcomes to determine if we've failed. When should we use the retrospect-oscope to determine whether we did a good job? Does it matter more that we land the jump or that we took the right steps to set it up? Two obvious lessons learned from the new era of college sports: You need to a) develop your people over time and then b) pay them enough that they stay.

In this week's Brief Debriefing, past and current participants in the Center for Medical Simulation's Healthcare Simulation Essentials course (https://harvardmedsim.org/course/healthcare-simulation-essentials-design-and-debriefing/) reflect on how the course has changed their approaches to partnership building and teaching in their own organizations. Hosted by James Lipshaw, Center for Medical Simulation, and featuring Melissa White, Hannah Lawn, and Gabriella Hakim.

Not every simulation center has a readiness plan in place for onboarding new simulation staff, particularly those without clinical experience. At CMS, we begin by having our new staff participate as learners in our weeklong Healthcare Simulation Essentials course, immersing them in our teaching and debriefing strategies. In this week's Brief Debriefing, we're speaking with Jenny Bourque and Sam Huang, respectively our new Education Coordinator and Simulation Technician, to learn from their perspective and experience as newcomers to simulation but experts in their own fields at the end of their 5 day course. Enjoy!

What to do when your debriefing gets dragged off-track by someone who was supposed to be on your side? Join us this week for more SimFails... and Other Conversations from the Sim Sofa.

This CMS Grand Rounds features Susan Eller, Komal Bajaj, and Jenny Rudolph, moderated by James Lipshaw. The speakers discuss the article "Leading change in practice: how "longitudinal prebriefing" nurtures and sustains in situ simulation programs," written by authors Stephanie Barwick, Sarah Janssens, and today's three speakers. Article Link: https://pubmed.ncbi.nlm.nih.gov/36681827/ More from CMS: https://harvardmedsim.org/resources/

Didn't preprogram the mannequin or fully brief your team? Now your patient's vitals are going haywire and the Embedded Simulation participants are in full improv mode? Join us for what to do next and next time in this weeks "SimFails."

Center for Medical Simulation Grand Rounds: Teaching, Coaching, or Debriefing with Good Judgment: A Roadmap for Implementing With Good Judgment Across the SimZones. Featuring Jenny Rudolph, PhD, Mary Fey, PhD, and Kate Morse, PhD. Visit www.harvardmedsim.org/resources for more CMS Grand Rounds podcasts!

"Please Hold for Technical Difficulties": Accidental monitor arrhythmia, mannequin head on fire, powerpoint on the fritz... What do you do when a technical problem threatens to derail your simulation or your debriefing?

Has anyone other than Janice Palaganas ever attempted to take two Zoom meetings simultaneously? Zoom Exhaustion and other crises in multitasking this week on "SimFails."

What happens when you realize halfway through a debriefing when you realize you don't know enough about the topic you are trying to teach? Join Janice Palaganas, Kirsty Freeman, and Sacha Muller-Botti for more SimFails!

SimFails returns to fail again! Janice Palaganas, Kirsty Freeman, and Sacha Muller-Botti discuss this week: what happens when your sim is too real for your participants? How do you recover?

SimFails returns to fail again! What do you do when participants try to cheat their way through the simulation experience?

"Circle Up: Debriefing in the Clinical Environment," presented by Jenny Rudolph and Demian Szyld at Tower Health Grand Rounds.

We're back for Healthcare Simulation Week 2021 and with a spate of new episodes for the future! Join Janice Palaganas, Kirsty Freeman, and Sacha Muller-Botti as they share a new year's worth of simulation fails, so that you can learn from their mistakes.

New from the Center for Medical Simulation: A new study in "Obstetrics + Gynecology" finds a significant reduction in malpractice claims against physicians who participate in simulation-based communication and teamwork training, including a dose-response effect for each instance of training. Join Roxane Gardner, Senior Director of Clinical Programs at the Center for Medical Simulation and Senior Author on the paper, along with Komal Bajaj, Chief Quality Officer at NYC Health + Hospitals and Clinical Director for NYC Health + Hospital's Simulation Center, as they discuss the implications of this research for OB/GYN training and beyond! Facilitated by James Lipshaw, Education & Media Instructional Designer at CMS.

From IMSH 2021's Virtual Conference, featuring Demian Szyld, Stuart Rose, Jennifer Arnold, Esther Leon, Paul Mullan, Cristina Diaz-Navarro, Bram Welch-Horan, Pier Luigi Ingrassia, & Laura Rock.

Expertise of the debriefer is critical to ensure simulation participants achieve the best possible learning outcomes. Debriefers need a specific skills set in order to balance multiple priorities, including covering all learning objectives, facilitating reflection, incorporating teaching and feedback, managing student questions, maintaining psychological safety, and at the same time, allowing conversation to flow. As the use of simulation in healthcare continues to expand rapidly, especially during the global pandemic, large numbers of instructors find themselves to be novice debriefers in this teaching paradigm. While understanding the approaches used by novice debriefers is critical in informing faculty development needs in simulation, however, to date, very little empirical research has focused on debriefing approaches used by debriefers at any experience level, especially novices. Drawing from their extensive experiences in simulation faculty development, Grace Ng and Daniel Lugassy share key findings and insights from their qualitative study focused on exploring experiences of novice debriefers in this webinar. Join us to discuss common experiences and challenges of novice debriefers, and explore strategies to facilitate debriefer expertise development.

Following this webinar, participants will be able to: Describe the role conversation plays in driving organizational culture Contrast front-line workflow adaptation using briefing and debriefing versus traditional planning approaches in shaping culture Explain the role of discovery and curiosity in conversations to support staff well-being and reliability and avoid burnout and inconsistency

We take it for granted that effective teams apply crisis resource management skills during emergency care, but how often do those teams also rehearse teamwork from the start of each shift together, through centering, agreements, briefings, and practicing connectedness? Amelia Rudolph and Rebecca Minehart share how preparing teams means more than practicing drills, and that conceptualizing care delivered through a “score,” knowing each team member's essential parts, can help us stay nimble during dynamically shifting crises. Drawing from their experiences in elite performance, clinical care, and simulation, Amelia and Rebecca provide insights into keeping teams resilient in even “dangerous” environments. Watch this conversation moderated by Jenny Rudolph, PhD on how to prepare for complex high-risk patient care situations and maintain resiliency.

Building on the discussion in Building on the discussion in Broaching Race and Racism in Debriefing and Team Simulations (Part 1), CMS presents a conversation with healthcare leaders who are directly addressing discrimination, burnout and health disparities through simulation education. They partnered with CMS to create and launch this successful program.

Meet the Author is an opportunity to hear from leaders in the fields of healthcare simulation, patient safety and education about the process and outcomes of their scholarship. You are invited to listen and comment as our team interviews contemporary authors in the field. This is a chance to hear about aspects of the projects that did not make it into the publication and learn about their craft and process. Add your questions when you register or at the beginning of the webinar to shape the content of the presentation. In this session, Jeffrey B. Cooper, PhD, will discuss his recent publication: “The Case of the Inadvertently Triggered Laser; An Historical Example of Simulation-Enhanced Adverse Event Investigation.”

Professionals are overcommitted both at home and at work. And feeling busy doesn't help stress. When professionals try to take tasks off their plate, mentorship may be a first to go. Understandably, this relationship and commitment is mostly unpaid, uncompensated, and underrecognized work. In this discussion, we offer a reframe of the conversation on mentorship. We wish mentorship to gain the attention it deserves. We explore how to make mentorship more efficient while enhancing meaning and connection. Join this conversation moderated by Jenny Rudolph, PhD on how to sustain both the mentoring process and the mentors themselves. The presentation will be followed by an interactive Q&A where the audience can interact with the speakers.

Online learning doesn't have to be a pale imitation of “real” in-person learning. It's a whole new way of interacting with learners. What if instead of a boring, predictable series of discussion question posts and assignments, your online courses were a dynamic journey that surprises and engages learners?

Center for Medical Simulation (CMS) faculty are often asked to share their perspectives on a variety of topics. These informal discussions often take place during meal breaks during courses or in the hallways at conferences. These questions often lead to interesting discussions and sharing of resources. Questions and comments for this informal question and answer session were submitted prior to the webinar and live during the webinar.

During this presentation, Dr. Sarah Janssens will expand on how she became interested in the topic of leadership and why she decided to focus specifically on the subject of shared leadership. Together, Dr. Demian Szyld and Dr. Janssens will discuss the results of a systematic review which examined how leadership is shared within healthcare emergency teams, exploring the how and why of leadership sharing across ER, Trauma, and resuscitation teams. Dr. Janssens will also share the results of her empiric research on leadership sharing within simulated maternity emergencies and what it means for those teams responding to emergencies in the clinical environment. “Should we demolish traditional medical ‘lighthouse leadership' to ensure our teams function more effectively?” Tune in to hear Dr. Demian Szyld speak with Dr. Sarah Janssens to get her thoughts on the subject and open up a conversation about leadership research. The presentation will be followed by an interactive Q&A where the audience can interact with the speaker.

Hospital environments and clinical care has become complex. Managing interfaces across different aspects of the health system is critical, for example, patient flow across departments in a hospital. There has been a call for addressing these and other human factors in healthcare, but it is not clear what interventions are supported by data. Dr. Saša Sopka, anesthesiologist and medical education researcher, and the Medical Director of AIXTRA – Aachen Interdisciplinary Competency Center for Training and Patient Safety has been working to systematically review this topic. During this presentation, Dr. Sopka will review major problems in healthcare and human factors, explore solutions implemented in aviation and other related fields, and describe the published experience in healthcare highlighting several unexpected outcomes and examples. Two focus areas will be the Safe Surgery Checklist and IPASS for handovers.

Center for Medical Simulation (CMS) faculty are often asked to share their perspectives on a variety of topics. These informal discussions often take place during meal breaks during courses or in the hallways at conferences. These questions often lead to interesting discussions and sharing of resources. Questions and comments for this informal question and answer session were submitted prior to the webinar and live during the webinar.

Center for Medical Simulation (CMS) faculty are often asked to share their perspectives on a variety of topics. These informal discussions often take place during meal breaks during courses or in the hallways at conferences. These questions often lead to interesting discussions and sharing of resources. Questions and comments for this informal session were submitted prior to the webinar and live during the webinar.

Design thinking, a human-centered design method, represents a potent framework to support the planning, testing, and evaluation of new processes or programs in healthcare. As opposed to traditional education needs assessment, design thinking takes the next step (beyond the impact on learning) to explore, diagnose, and test how new interventions will impact actual patient care and workflow. Andrew Petrosoniak, Chris Hicks, and Kari White from St. Michael's Hospital in Toronto will discuss how their team used design thinking to open a new emergency department. They employed end-user engagement and feedback to brainstorm and implement effective solutions to problems encountered before opening. The iterative steps and targeted use of simulation resulted in better designed departmental processes and actual clinical space while mitigating safety threats and departmental deficiencies. Design thinking, coupled with simulation, can be applied to current healthcare system challenges such as COVID-19. This session builds on this team's recent publication in Simulation in Healthcare to achieve the following objectives: Contrast traditional educational needs assessment with design thinking “customer empathy” Apply the steps of design thinking to create simulation interventions that best meet “end-user” needs Describe “use cases” of high impact design thinking-informed simulation education and quality and safety interventions

Most of us in the simulation community have a lot to learn about making a difference regarding racism, how to integrate anti-racism, implicit bias, healthcare disparities and the like, into our work.  In the wake of the police killings of George Floyd, Breanna Taylor, and many others, the simulation community needs to take action. What can we do? We are experts on practice, learning, and creating environments where real patients are not harmed if we make mistakes. However, the social risks of simulation for the participants are high when we try to tackle one of the ultimate undiscussables, racism. Colleagues of color may worry that if they bring race up, responses will be predictably or surprisingly upsetting and re-traumatizing. White colleagues may worry that if they bring up race they will say something racist or be perceived as racist and thereby harm relationships. This workshop takes some small steps to explore how simulationists can use our skills of reflection, learning design, and balancing high standards and high regard for each other to craft a way forward. High standards for caring and respect across racial differences and high regard and generous inferences when we inevitably make mistakes in this difficult terrain. In this session, we discussed practical applications with leading researchers on broaching racism in teamwork contexts and meet simulationists addressing these issues. Learn more at www.harvardmedsim.org.

As faculty have rapidly adopted online learning, many have found it challenging – the technology, managing the curriculum, and especially connecting with learners in a meaningful way. Join experienced online teachers as they discuss creating an online community of practice and facilitating meaningful experiential learning online. Learning Objectives Following this webinar, participants will be able to: Discuss practices for creating Social Presence online Describe methods to facilitate online experiential learning

Scholarship is an important element of an academic career. Most health professions faculty are expected to produce scholarly work. But what exactly is scholarship? Aside from publishing a research study, what does that mean? How does one become A Scholar? How does a busy clinician make that happen? Join experienced researchers Mary Fey, PhD, RN, Jenny Rudolph, PhD, and Suzie Kardong-Edgren, PhD, RN as they discuss various paths to meaningful scholarly work and how to turn doing the work you love into scholarship.

Simulation-based curriculum should fit into a clear learning progression and solve important developmental problems for the healthcare organization. This webinar introduces participants to the SimZones system of matching learners and learning objectives with optimized simulation-based learning curriculum and pathways. The “with good judgment” approach to SimZones offers a robust approach to curriculum development and faculty development for positive-minded and forward-thinking simulation programs of all sizes. Learning Objectives Following this webinar, participants will be able to: Describe how SimZones offer a system of matching learners to learning objectives and optimized simulation-based learning programs Categorize simulation activities using SimZones Organize simulation-based activities as part of a learning progression that leads to continuous readiness and mastery

Since the start of the modern simulation era, many in the healthcare simulation community have taken a “Field of Dreams” approach to our simulation efforts, believing, like the character Ray Kinsella in the movie of the same name, that “If we build it, they will come.” Often, however, “buy-in” to simulation programs is just as difficult as getting real people to come to a baseball diamond in the middle of an Iowa cornfield. Simulation increasingly competes with a variety of other healthcare education, quality, and safety efforts for resources. Rather than creating simulation programs hoping colleagues and trainees will “buy-in”, instead we need to solve real clinical problems, using goals co-created with the colleagues we aim to serve. In this session, we turned our attention to making an impact with your simulation program. The approach involves two major shifts: Focusing on other people's “frames” regarding your simulation program rather than your own; and Finding ways to help them solve the problems, reach the goals, or do their jobs with your simulation efforts, rather than focusing on education alone. This approach blends two concepts: Translational simulation and customer-oriented innovation. Translational simulation focuses on identifying and addressing high yield problems at the “coal face” of clinical care. The focus is on simulation interventions that stretch outcomes beyond clinical and teamwork skills to improving such things as clinical benchmarks, clinical outcomes, organizational culture, and the patient journey. Customer-centered innovation concentrates on identifying, at a granular level, the problems and pain points, the jobs-to-be-done, and the gains or rewards of the people we aim to serve. This is a shift for many simulation educators and managers because the “customer” is not always the participants in the simulation; rather it is often the funder or leader or manager who makes the program possible. Identifying “what is in it for them” helps us design and position our simulation efforts in a way that attracts resources and buy-in. It also allows us to design our program for maximum impact because we discover and address the outcomes other people in our organization really care about.