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0851_SHSO_Evidence-Based Approach to Simulation for GME_Live
Description:
Simulation has become an essential tool in Graduate Medical Education (GME), yet its impact depends on intentional design, psychological safety, and effective debriefing. This one-hour, podcast-style educational session explores how to thoughtfully integrate simulation into GME curricula to improve learner confidence, clinical performance, and patient safety. Through a conversational and practical approach, participants will examine how simulation can be aligned with curricular goals, and real-world clinical gaps. The session emphasizes the foundational role of psychological safety in simulation and debriefing, highlighting strategies to create learning environments where participants feel supported, engaged, and open to reflection. This course will also introduce a structured approach to conducting needs and gap analyses to ensure simulation activities address meaningful educational and patient safety challenges rather than isolated skills practice. Finally, core principles of effective debriefing will be discussed, reinforcing debriefing as the primary mechanism through which learning, insight, and behavior change occur. This session is designed for GME faculty, simulation educators, and educational leaders seeking practical strategies to design high-impact simulation experiences that translate into safer patient care.
Assembly Bills 1195 & 241- Culturally Appropriate Care which is Free of Implicit Biases:
Learners are strongly encouraged to engage in self-directed learning related to the impact of implicit biases in this clinical area via the references provided below:
Roberts, S. G., Warda, M., Garbutt, S., & Curry, K. (2014). The use of high-fidelity simulation to teach cultural competence in the nursing curriculum. Journal of Professional Nursing, 30(3), 259-265.
https://www.sciencedirect.com/science/article/abs/pii/S8755722313001610
Equity, diversity and inclusion in clinical simulation healthcare education and training: An integrative review
Sarah Ibrahim, Jana Lok, Mikaela Mitchell, Bojan Stoiljkovic, Nicolette Tarulli, Pam Hubley
Target Audience
Physicians (MD or DO)
Other Healthcare Professionals
Students of Health Professions
Learning Objectives
Upon completion of this learning activity, participants should be able to:
1. Discuss strategies for integrating simulation-based education into existing clinical training programs while maintaining fidelity to evidence-based standards.
2. Describe the key components of psychological safety in simulation and explain how creating a safe learning environment enhances educational outcomes.
3. Identify the importance of needs assessment and gap analysis in designing simulation curricula that address specific patient safety concerns or clinical deficiencies.
4. Explain the importance of providing a psychologically safe, evidence-based debriefing experience through reflective learning styles.
Disclosure of Financial or In-Kind Commercial Support & Conflict of Interest
No one else involved in the planning or presentation of this educational activity have any relevant financial relationship(s) to disclose with ineligible companies whose primary business is producing, marketing, selling, re-selling, or distributing healthcare products used by or on patients. No financial or in-kind commercial support was received to produce or promote this educational activity.
– Provider Designee/Verification: Fozia Ferozali, Ed.D
In support of improving patient care, Sutter Health, is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), the American Nurses Credentialing Center (ANCC), and the Association of Social Work Boards (ASWB) to provide continuing education for the healthcare team.
Credit Designation Statement
Sutter Health designates this LIVE activity for a maximum of 1.00 AMA PRA Category 1 Credits™ for physicians. Learners should claim only the credit commensurate with the extent of their participation in the activity.
Note to Other Disciplines: Non-Physician Participant Credit (AKA - AMA PRA Category 1 Credits HOURS™) Continuing Medical Education is acceptable for meeting the continuing education requirements for Pharmacists, Physician Assistants, Psychologists, Registered Nurses, and Respiratory Care Practitioners. For other disciplines, please check with the regulatory board for your discipline to confirm what type of credits meet the continuing education requirements. Continuing education hours for nurses accredited by ANCC, via Joint Accreditation.
Attendance & Credit Claiming
Text the 6-letter attendance verification code to (916) 866-7913 to claim credit.
Available Credit
- 1.00 AMA PRA Category 1 Credit™
Physician Credit
Sutter Health designates this Live activity for a maximum of 1.00 AMA PRA Category 1 Credit™ for physicians. Physicians should claim only the credit commensurate with the extent of their participation in the activity.
- 1.00 Non-Physician Participation Credit
Sutter Health designates this Live activity for a maximum of 1.00 Non-Physician Participation Credit. Non-Physicians should claim only the credit commensurate with the extent of their participation in the activity.
AMA PRA Category 1 Credits HOURS™ Continuing Medical Education is acceptable for meeting the continuing education requirements for Pharmacists, Physician Assistants, Psychologists, Registered Nurses, and Respiratory Care Practitioners. For other disciplines, please check with the regulatory board for your discipline to confirm what type of credits meet the continuing education requirements. Continuing education hours for nurses accredited by ANCC, via Joint Accreditation.