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Simulation Guidebook for Faculty

a how to manual for our experts joining pac


Welcome to the PAC simulation team! All of you are here because of your personal commitment to medical education, your experience, and your talent as educators, and we are so grateful to you for joining us and helping to make this upcoming PAC event what it is. We could not do this without you. 🙏 ❤️

Here is some helpful information about the details of the day and how the simulations will run.

Content guide

Simulation Directors: Neel Naik MD & Chris Reisig MD – Please contact Chris if you have any questions about your case or plan for the day.


  • Find your assigment
  • Review your case
  • Contact us if you have any questions


The information below is intended to be a guide for the format we would like you to follow to provide learners consistency in how the cases are run. Please take a moment to review the details below, so that you can come prepared for leading your simulation.


  • You will be working with a simulation specialist who will be running the mannequin and will follow the narrative of the case as written
  • Some cases may have actors or support players. Please include them in the team and make them feel welcome.


  • The is NO PRE-BRIEF. General instructions for simulations will be given to participants in the morning orientation.
  • Teams are expected to arrive 15 minutes before the case to meet their team, assign roles and review the learning objectives.
  • They should jump right into the case the moment you open the door. (see below)


  • The case should start the moment the door opens. They have been told to prepare to jump in immediately.
  • Some cases will have actors to facilitate the realism; others will require you to play the role of EMS or other clinician engaging the team.
  • Certain vital signs and other exam findings are able to be created. Please ask the sim specialist the capabilities of the mannequin.
  • DO NOT give extraneous information. Only exam details that they could not elicit because of limitations of the mannequin.
  • Nothing happens unless the team does it. Examples include:
    • No monitor on vital signs unless leads attached
    • No fluid or IV meds unless IV is placed
  • Equipment & Carts – have all the equipment needed for the case
  • Pharmacy –
  • Labs & Imaging – Relevant labs and imaging can be provided to team by you if requested.
  • Consultants – Are usually “not available” You can simply say they are, “on their way” or “with another sick patient”


  • When the case has reached its conclusion, you will notify the team and end the case.
  • As faculty you will lead the debrief
  • De-briefs should continue for the allowed time (usually 15min)


For a quick review of an effective debriefing structure please review the material here.

  • Reaction phase
    • check for initial reactions to allow emotions to be defused before proceeding  (“emotion before cognition”) and identify learner-generated learning objectives
    • “What are your initial reactions?”, “what is at the forefront of your minds?”
  • Description phase
    • outline the key events of the simulation using either a learner-centered (i.e. a participant provides the description) or instructor-centered approach (the facilitator provides the description) to develop a shared mental model of the events that took place
    • Learner-centered approach is more likely appropriate if:
      • More time
      • Learner willingness/ expectation
      • Knowledge of learner’s skill to synthesise
      • Simpler scenario
  • Analysis phase
    • explore what happened, why, and what can be learned
    • Any of the conversational techniques and educational strategies described previously may be used according to:
      • Time
      • Domain
      • Rationale
      • Experience
  • Summary phase
    • Highlight key learning points form the discussion using either a learner-centered (i.e. learners share their “take home” points) or instructor-centered approach (the facilitator summarises the discussion and emphasises key learning points)
    • Useful to allow time for questions before summarising so that the debrief finishes on appropriate points of emphasis

Provided by: Simulation Debriefing – Life in the Fast Line


You can find out what your faculty assignment is here, and see who your team members are. Please contact the SIM director for with any questions.

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