Simulation Facilitator Elective

This program is a six month commitment that provides basic training in the implementation of a formal simulation based curriculum. Mentees are accepted according to the availability of mentors, with variable start/end times. There will be no funding of this position by the Education Institute.

This mentorship is designed to enhance the participant’s expertise in the principles of simulation facilitation and debriefing. Mentees will work closely with their paired mentor (selected from among the SASC Simulation Education Specialists) based on best-fit criteria using mentees stated interested. The elective includes required observational opportunities, to be scheduled by the mentee/mentor dyad. Mentees can expect to receive frequent feedback based on the Debriefing Assessment for Simulation in Healthcare (DASH) tool.

This program is not funded and therefore participation must be included in the applicant’s normal working schedule with approval from their immediate supervisor. The applicant will commit 2 hrs/ week for 26 weeks.


Any health profession degree is acceptable, and no clinical experience is required. High motivation to pursue introductory training in simulation-based healthcare education must be demonstrated.

Applicants must complete an application that describes their prior experience with simulation for education (if any) and their personal goals for participating in the elective.

Upon completion of the Simulation Facilitator Fellowship the applicant will be able to demonstrate knowledge of simulation curriculum development and implementation and fundamentals of debriefing.


  1. To understand and apply the different types of simulation facilitation.
  2. To understand debriefing principles and gain proficiency as it relates to simulation in healthcare.


  1. General Topics
a. Introduction to the organization and capabilities of the Simulation and Advanced Skills Center
b. Overview of the technology of high-fidelity human patient simulators, partial task simulators, and computer-based simulation technologies
  1. Education Topics
a. Introduction to simulation curriculum development and implementation
b. Training in the fundamentals of debriefing


In addition to having supervisor approval, please provide a written paragraph stating your intent for participation in this Simulation Facilitator Elective. Include at least ONE long-term goal that will define your success upon completion of the program and TWO short-term goals you hope to accomplish during the six-month timeframe.
Being a mentee is an active role that requires motivation, initiative, and commitment. It involves:
  • Being proactive. The mentee should be an active participant in the relationship and take responsibility for communicating needs and identifying goals/objectives.
  • Confidentiality. In order to have an open and meaningful relationship, trust in required. What will remain confidential needs to be explicit and agreed upon.
  • Being open and receptive to feedback. The mentee should expect the mentor to be honest and direct in a supportive and caring manner. When feedback misaligns with self-appraisals, it is important for the mentee to explore what value could be found for self-improvement and growth.
  • Seeking feedback. Feedback is essential for effective mentoring relationships. The mentee should take an active role in seeking out feedback aligned with their goals and objectives.
  • Being honest. For a mentor-mentee relationship to succeed, the mentee needs to be candid about highlighting areas of deficiency while owning their achievements.
  • Listening for understanding. Being present, seeking to understand, and not making assumptions is essential for productive mentorship relationships.
  • Valuing the relationship. The mentee should recognize the time commitment of both the mentor and mentee. Agreed upon commitments, deliverables, and expectations should be honored.
  • Engaging in open and ongoing communication. It is the mentee’s responsibility to communicate needs and changes in goals to the mentor.
  • Committing to growth and self-improvement. The purpose of the mentor-mentee relationship is to help advance the expertise and career trajectory of the mentee. Fully committing to self-growth will enable the mentee to maximize the benefits of the relationship.
Materials should be sent to the Facilitator Elective Associate Director (Michelle Feliciano)