Responsibilities
- Accurately and consistently portray assigned roles (e.g., standardized patient, simulated patient, or simulated participant) based on detailed case scenarios provided by the Simulation & Immersive Learning Center.
- Maintain realism and repeatability in physical, emotional, and verbal responses to create authentic clinical encounters, as outlined in ASPE SOBP Domain 2: Case Development.
- Adapt portrayals to meet the needs of various learners, including medical, nursing, pharmacy, and allied health students, in formative and summative assessment contexts.
- Provide constructive, objective, and learner-centered feedback to students on their communication, history-taking, physical examination, and interpersonal skills from the perspective of the role portrayed, per ASPE SOBP Domain 3: SP Training for Feedback.
- Complete assessment instruments (e.g., checklists or rating scales) accurately and consistently to evaluate learner performance, as trained by SP Educators.
- Participate in debriefing sessions, when required, to support learner reflection and growth.
- Attend mandatory training sessions to learn case materials, role portrayal techniques, feedback delivery methods, and assessment protocols, as guided by ASPE SOBP Domain 3: SP Training.
- Prepare for each simulation session by reviewing case scripts, practicing role portrayal, and ensuring familiarity with learning objectives and evaluation criteria.
- Collaborate with SP Educators to refine portrayal and feedback skills to meet program quality standards.
- Maintain a safe physical and psychological work environment for self, learners, faculty, and staff, adhering to ASPE SOBP Domain 1: Safe Work Environment and SSH guidelines for ethical simulation practice.
- Uphold confidentiality regarding case details, learner performance, and simulation activities.
- Demonstrate professionalism through punctuality, reliability, and respectful interactions with all stakeholders.
- Participate in quality assurance processes, such as case reviews or feedback calibration sessions, to ensure consistency and quality in simulation delivery.
- Provide input to SP Educators on case development or simulation processes to support continuous improvement, as encouraged by ASPE SOBP Domain 4: Program Management.
- Support hybrid simulations that may involve manikins, task trainers, or other modalities, as directed.
Requirements
- High school diploma or equivalent
Nice to Have
- Experience in acting, teaching, or healthcare
- Prior experience as a standardized patient, simulated patient, or simulated participant
Work Arrangement
On-site
Additional Information
- Part-time, on-call position with variable hours based on simulation schedules and needs. Availability may be required on weekdays, evenings, or weekends.
- Work is performed in a controlled simulation center environment, with scenarios conducted in clinical exam rooms or simulated healthcare settings.
- Ability to perform physical tasks associated with role portrayal (e.g., lying in a hospital bed, simulating symptoms).
- Specific roles, such as Physical Exam Teaching Associate (PETA), Gynecological Teaching Associate (GTA), or Male Urogenital Teaching Associate (MUTA), may involve teaching sensitive examinations, requiring additional training and consent.
- The Simulation & Immersive Learning Center prioritizes a safe work environment, with protocols in place to protect SPs from physical or emotional harm, as mandated by ASPE SOBP and SSH standards.
- SPs will receive comprehensive training in role portrayal, feedback delivery, and assessment techniques, aligned with ASPE SOBP Domain 3: SP Training.
- Ongoing professional development opportunities will be provided to enhance skills and ensure alignment with best practices, as supported by ASPE SOBP Domain 5: Professional Development.
- SPs may pursue additional certifications, such as those offered by SSH (e.g., Certified Healthcare Simulation Educator), with support from the Simulation & Immersive Learning Center.
