Simulation and Technology Enhanced Learning (TEL) Lead

Detailed job description and main responsibilities

Be an effective leader both professionally and managerially, ensuring the Simulation Team receives optimal opportunities to develop their skills, experience, and competence. This will involve training, annual appraisals, health and wellbeing conversations, one to ones, support, task allocation, issue resolution, rostering and managing absence, recruitment etc

The post holder will be expected work autonomously leading on specific projects relating to Simulation and TEL. Reporting back to the medical education team at key stages within project plans.

Provide a specialist lead role across the organisation for advice, guidance and direction in any matter pertaining to SBE and TEL. This includes consulting on local education and Trust wide polices and guidelines.

Keep updated and seek advice, when necessary, through networking and liaison with suppliers and other agencies.

Demonstrate clear understanding and awareness of national policy in relation to the post and to developments in the NHS.

Support the medical education team, clinical skills team and the wider UHMBT Simulation Faculty in their training capability to deliver SBE.

Work collaboratively with the care groups to develop, plan and implement state of the art simulation experiences in accordance with best practices in simulation education, clinical practice and in alignment with curricular goals. With a focus on standardisation and efficiencies across the healthcare spectrum.

Identify and plan venues and dates for programmes of learning. This involves additional bespoke sessions as necessitated by learning need.

Advertise and recruit to programmes of learning.

Maintain accurate attendance records held centrally within the Training Management System to demonstrate training compliance.

Provide and develop a range of learning resources and visual aids to accommodate all styles of learner.

Promote and support the use of simulation to facilitate curricula delivery.

In collaboration with the Foundation Year Leads assist to set up and evaluate a simulation Programme mapped to the framework for educational progression that will support their first two years of professional development following graduation.

Contribute to the undergraduate curriculum in collaboration with the UHMBT UGME department and strategic partners for other learners such physician associates.

Adhere and advise on organisational regulations, policies and procedures.

Support Practice Educators to deliver SBE and TEL within their clinical teams.

Developing strategies to income generate through the SBE and TEL.

Champion new learning approaches and innovative teaching methodologies to include the use of AR, AV and AI.

Program cases/scenarios to be used for a range of fidelity simulation and test them to ensure performance meets educational needs and goals.

Design, implement, facilitate, and debrief SBE and assessment activities.

Have an understanding of emotional intelligence and human factors and its impact within the heath care setting: patients, clinicians, service providers and the wider team

Be an ambassador for patient safety and ensure that this is embedded throughout SBE and TEL programmes.

Assist in the delivery of Clinical assessments (OSCE) within the organisation.

 Undertake OSCE examiner training and examine on a regular basis.

Support the clinical skills team in the delivery of face-to-face skills training.

Using the Trust Risk Management Database System, interrogate and analyse incident data to identify trends and areas of concern, provide Simulation based solutions to protect colleagues and patients and improve the Trust’s safety performance.

Lead simulation debriefs.

Communication

Act as chair of the UHMBT Simulation meetings, to share skills, expertise and resources ensuring cross speciality working.

Act as a spokesperson for the SBE and TEL service. Establish and maintain strong partnership links and relationships regarding SBE and TEL both internally and externally.

Network with clinical staff to share best practice.

Lead data collection, analysis and presentation activities to provide the medical education team as well the learning faculty and learning and education programme board with timely and accurate information on KPIs.

Develop a sustainable resource in relation to SBE and TEL delivery.

Be able to communicate highly complex SBE and TE training data and report to all levels of staff and to relevant forums using a variety of communication skills, platforms, and presentation.

Use highly developed negotiation, persuasion, and motivational skills to gain support for service development across the breadth of stakeholders and users.

Develop and maintain a resource of champions (SBE and TEL Faculty), to ensure the sustainability.

Use a range of written, face-to-face and electronic communication for setting up meetings, running reports and presenting findings

TRAINING AND DEVELOPMENT:

Promote best practice in all SBE and TEL training and education programmes delivered aligning activity with Trust values and behaviours.

Develop evaluation methods to assess the impact of SBE and TEL

Maintain attendance and training records/training profiles.

Identify and plan venues and dates for programmes of learning, inform all key stakeholders and ensure they are familiar with administrative process

Participate in the agreed personal development scheme under AFC.

Attend all mandatory training and essential to role updates as mandated by the Trust.

Seek out opportunities to invest in the SBE and TEL team growth and expansion to support increase in demand, business development and opportunities deemed appropriate for the role.

Be responsible for ensuring that the SBE and TEL team are fully trained, supported and developed to provide an effective, efficient, and responsive service.

Mentor faculty and care group educators in the designing and implementation of simulations such that they will be able to run the simulations and debrief independently.

Hire and train standardised and simulated patients

Facilitate an adult learning process that creates a safe, non-threatening climate which supports learning across the healthcare system.

Write appropriate lesson plans and training outcomes for programmes of SBE and TEL

ORGANISATIONAL RESPONSIBILITIES:

Provide effective and efficient leadership and management to the SBE and TEL Team ensuring that they receive optimal opportunities to develop their skills, experience, and competence. This will involve training, annual appraisals, support, task allocation, issue resolution, authorisation of expenses, rostering and managing absence and recruitment etc.

Develop a simulation strategy which supports the learning and education strategy, and Trust aims and objectives.

Develop key performance indicators for ensuring that activity is aligned to strategy and service requirements reporting back to the medical education team quarterly.

Be innovative, creative and solve highly complex problems as they arise during the daily management of the SBE and TEL team.

Manage the overall SBE and TEL workstreams including project timelines, outcomes, and milestone deliverables, managing risks, and reporting on progress.

To establish and maintain a comprehensive programme of professional practice teaching within the clinical learning programmes as required.

Be responsible for facilitation tools and resources, store, and transport teaching equipment.

Work alongside and in conjunction with other practice educators, the clinical skills team and the wider education teams.

Promote a positive learning environment within the organisation ensuring the quality of education and training and the learning environment meets regulatory bodies and Quality Assurance standards.

In line with strategic planning, develop, prepare, and implement bids in line with service expansion and the Trust’s business planning cycle.

Be aware of inherent hazards and always take appropriate cautions.

Be flexible within contracted hours to meet the needs of course bookings and programmes that occur outside of normal working hours, flexible working pattern with a variety of working hours across the working week and across the Trust.

Be able to handle own workload and know when to raise concerns with the senior medical education team, regarding any difficulties – training-related or otherwise – so that timely action can be taken.