Teaching with Simulation: An Instructor Certificate Course

Monday to Friday, Oct. 1 to 5, 2018

Simulation Center
700 HMC Crescent Road
Hershey, PA

Simulation is being integrated into almost every curriculum in institutions worldwide and the need for qualified instructors continues to grow. Since most instructors who use traditional teaching methodologies need specific instruction in using simulation effectively, this course facilitates such training that has been, until now, costly, distant, and time consuming. Using simulation effectively is part science, part art, part experience, and a large part practice after reflective instruction. Faculty development impacts the effectiveness of any program, but has special significance for simulation programs that are now being realized and validated everywhere.

Due to the expanding role of simulation at Penn State Health Milton S. Hershey Medical Center and elsewhere, more trained instructors are needed to teach using simulation. This course offering, expanded and revised in accordance with requests from each of the previous course participant evaluations, will help to meet the need for additional simulation instructors. This course has been designed to develop professional staff to teach effectively using simulation.

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Conference ID


CME Credit


Penn State College of Medicine is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.

Penn State College of Medicine designates this live activity for a maximum of 40.25 AMA PRA Category 1 Credit(s)™.


40.25 contact hours by the Pennsylvania State Nurses Association

This continuing nursing education activity was approved by the Pennsylvania State Nurses Association, an accredited approver by the American Nurses Credentialing Center’s Commission on Accreditation.

Penn State Health Milton S. Hershey Medical Center is an approved provider of continuing nursing education by Pennsylvania State Nurses Association, an accredited approver by the American Nurses Credentialing Center’s Commission on Accreditation.



Certificate in Simulation Tuition includes:

  • Comprehensive Program Book with Handouts
  • USB Flash Drive with Course Files
  • Hands-on Sessions
  • T-shirt
  • Certificate of Completion


In order to provide the most effective education, the course is limited to 15 participants. Payment must be made within 7 days of registration. Registration will not be confirmed until payment is received.


No refunds will be made for cancellations that are received less than two weeks before the event date. The University may cancel or postpone any course or activity.  If a program is canceled or postponed, the University will refund registration fees but is not responsible for any related costs, charges, or expenses, including cancellation/change charges assessed by airlines or travel agencies.  Preregistered participants will be notified if a program is filled or canceled.


Accommodations are the responsibility of the participant. A list of lodging in the Hershey area is available on request or online.

Program Objectives

Upon completion, participants should be able to:

Day One

  • Apply the GAS tool for purposeful debriefing.
  • Recognize principles of adult and experiential learning theories
  • Design a simulation session of any kind using Kern’s six step process
  • Incorporate evidenced based teaching/learning tools and strategies.
  • Select the appropriate level of fidelity for a simulation case
  • Create high-level educational outcomes and activities for simulation
  • Create a procedural teaching session from start to finish
  • Read and reflect on assigned articles

Day Two

  • Discuss the range of modalities & the combination of simulation tools
  • Differentiate between coaching and facilitating for skills acquisition
  • Practice using questioning and active listening techniques for effective debriefing
  • Apply simulation design and teaching principles to simulation cases
  • Describe the various forms of team training and debriefing
  • Apply teamwork dynamics to a group exercise simulation
  • Analyze the process in creating a team based scenario
  • Apply simulation design and teaching principles to simulation cases
  • Read and reflect on assigned articles

Day Three

  • Practice the ‘debriefing with good judgment’ technique
  • Practice co-debriefing
  • Examine the pros and cons of using video during debriefing
  • Apply simulation design and teaching principles to simulation cases
  • Manage a challenging debrief
  • Compare and contrast inter-professional team teaching from interdisciplinary teaching
  • Perform a team group flat screen simulation

Day Four

  • Apply simulation design and teaching principles to simulation cases
  • Analyze the application of flat-screen simulation in healthcare education
  • Examine the development of a complex simulation within a hospital system
  • Apply research to simulation activities
  • Discuss how to incorporate simulation into a curriculum
  • Examine the development of an OTSE OSCE simulation within a hospital system
  • Practice using standardized patients in simulation training and evaluation
  • Read and reflect on assigned articles.

Day Five

  • Examine and critique debriefing techniques
  • Discuss program evaluation using the Kirkpatrick model
  • Apply simulation design and teaching principles to simulation cases
  • Practice using moulage for just the right amount of realism
  • Assess fidelity needs and other simulation controversies and questions
  • Discuss simulation community, center accreditation, instructor/tech certification
  • Explore mentorship as a way to sustain a simulation program
  • Evaluate the impact of the simulation instructor course on the individual learner


This course will include didactic and experiential learning, practice, and reflective feedback. Each participant will have the opportunity to assume the various roles of the simulation processes.

  • Introduction to teaching with simulation: The fundamentals, the philosophy, and scope of simulation
  • A sample simulation with debriefing
  • The learner’s perspective: Taking risks, building the logic, owning the learning
  • Design, development, and implementation of a simulation, and practice, lots of it
  • Creating high-level learning objectives and activities for simulation
  • Simulation and education theory
  • Simulation strategies: Dos, don’ts, tips, musts, controversies, and the “challenging” participant
  • Incorporating simulation into a curriculum…when to use simulation
  • Types of debriefing
  • Teamwork training and evaluation…advancing patient safety
  • Using standardized patients
  • Combining different types of simulation modalities
  • Interprofessional simulation education (IPE)
  • Flat-screen simulation
  • Coaching in skills acquisition
  • Simulation theory and education research
  • The simulation community, organizations, center accreditation, and instructor certification
  • Simulation and instructor evaluation and continued development

For More Information

If you have questions regarding content or location of course, please contact Theresa Brosche at 717-531-5813.

If you have questions regarding application, please contact Dawn Gesford at 717-531-6483.

Access (ADA)

Penn State encourages persons with disabilities to participate in its programs and activities. If you anticipate needing any type of special accommodation or have questions about the physical access provided, please contact Continuing Education at least one week in advance of your participation or visit.


Content and speakers for all programs are subject to change. Registrants will be notified of any significant updates.

Disclosure and Conflict of Interest (COI and educational balance)

It is our policy to ensure balance, independence, objectivity, and scientific rigor in all of our educational programs. Faculty and course directors have disclosed relevant financial relationships with commercial companies, and Penn State has a process in place to resolve any conflict of interest. Complete faculty disclosure will be provided to program participants at the beginning of the activity.

University Nondiscrimination Policy

This publication is available in alternative media on request. The Pennsylvania State University is committed to the policy that all persons shall have equal access to programs, facilities, admission, and employment without regard to personal characteristics not related to ability, performance, or qualifications as determined by University policy or by state or federal authorities. It is the policy of the University to maintain an academic and work environment free of discrimination, including harassment. The Pennsylvania State University prohibits discrimination and harassment against any person because of age, ancestry, color, disability or handicap, genetic information, national origin, race, religious creed, sex, sexual orientation, gender identity, or veteran status and retaliation due to the reporting of discrimination or harassment. Discrimination, harassment, or retaliation against faculty, staff, or students will not be tolerated at The Pennsylvania State University. Direct all inquiries regarding the Nondiscrimination Policy to the Affirmative Action Director, The Pennsylvania State University, 328 Boucke Building, University Park, PA 16802-5901; tel 814-863-0471/TTY. US M.Ed. B6246

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