Joint Collaborative Fellowship in Health Care Simulation

Learn More

For more information, please contact:

Faculty | Nur-Ain Nadir, MDDr. Nur-Ain Nadir, MD, MHPE
Fellowship Director
nanadir@uicomp.uic.edu

Current Fellow

Faculty | Gregory PodolejGregory Podolej, MD
Simulation Fellow

Read "A Champion for Medical Simulation"

Introduction

This is a 2 year fellowship in Simulation and Education, offered collaboratively by Jump Simulation, OSF Saint Francis Medical Center and University of Illinois College of Medicine at Peoria (UICOMP).

The Faculty

Leaders in health care simulation, academic faculty in the OSF Saint Francis Department of Emergency Medicine, as well as UICOMP Department of Academic Affairs. The fellow will work directly under the tutelage of Dr. Jon Vozenelik, Dr. William Bond, Dr. Lisa Barker, and Dr. Nur-Ain Nadir (Fellowship Director).

Fellowship Structure

This is proposed to be a 2 year fellowship. At present time this fellowship is offered to graduates of ACGME accredited residencies.

Acceptance Criteria

Candidates will be graduates of an ACGME accredited residency training program.

Overview

  1. Fellows receive a clinical appointment at the University of Illinois College of Medicine at Peoria as Clinical Assistant Professors.
  2. This is a 2 year fellowship with provisions for pursuing a Masters in Health Professions Education from University of Illinois- Chicago. Acceptance to the fellowship does not guarantee acceptance to the Masters program, and interested candidates are asked to apply to the UIC MHPE program concurrent to the fellowship.
  3. Fellows will collaborate with a multidisciplinary and multi-professional staff at Jump  Simulation & Education Center developing simulation curriculum, running simulations, and debriefing. Fellows will also be expected to produce educational scholarship and/or research works for presentation or publication in the context of their activities here.
  4. Fellows are encouraged to work clinically at OSF Saint Francis Medical Center. The exact nature of clinical work is dependent on fellows’ clinical specialty and will be examined on an individual basis.
  5. Fellows will participate in at least one national simulation meeting and be expected to engage in workshop didactics or present research/educational scholarship at simulation meetings.
  6. Fellows will be expected to publish a completed research or educational scholarship project as the conclusion of their fellowship. 

Goals

The main goals of the Healthcare Simulation Fellowship are to train health care professionals for the next stages of their academic careers:

  1. As educators within the field of inter-professional health care simulation and thereby effect change in domains of health education;
  2. As champions of a patient safety culture, through development of didactics based on safety paradigms;
  3. As leaders in systems process improvement by promoting these principles in didactics and practice

Objectives

At the conclusion of the Healthcare Simulation Fellowship, participants will have:

  • Participated in focused didactic training in the history and theoretical basis of simulation in team based inter-professional education, patient safety, and systems improvement.
  • Received instruction in the operation and programming of a variety of medical simulation technologies, including but not limited to: High-Fidelity Human Patient Simulators, Partial Task Simulators, Computerized Simulation Technologies, Virtual Reality Simulators, Simulation Audio-Visuals, Learning Management Systems, and Data Management Systems
  • Received mentorship and graded participation in the conception, design, development, implementation, and assessment of simulation, patient safety, quality improvement, and systems/process improvement programs (including scenario design, implementation and debriefing) offered to a wide variety of participants at multiple levels of training including healthcare professions students, residents, fellows, attending physicians, nurses, and allied health professionals in multiple medical and allied health specialties.
  • Received mentorship and guidance in the development of independent research or educational projects based on individual areas of interest.
  • Will have become familiar with the operations, set up, budgeting and administrative management of a large scale simulation center.

Curriculum

The foundational curriculum will consist of core foundational simulation courses that will further be supplemented by professional development courses based on the fellows’ interests. In addition the practical curriculum will be the application of the didactic curriculum as translated out into educational scholarship and research projects.