General Information
| Job Description | HEALTH PROFNS EDUC SUPV 2 | Working Title | Standardized Patient Program Supervisor |
|---|---|---|---|
| Job Code | 004386 | Grade | 23 |
| Department Name | Undergrad Medical Ed - D02005 | Department Head | Brigham Willis |
| Supervisor | Rebeca Racataian-Gavan | Effective Date | 11/01/2021 |
Position(s) Directly Supervised
| Job Code | Title | FTE |
|---|---|---|
| 004390 | HEALTH PROFNS EDUC SPEC 2 | 2.0 |
Generic Scope
| Provides direct supervision typically to professionals or skilled technical employees. Functions as advisor to unit and administration. Analyzes and resolves problems, interprets policies (e.g., fiscal management, HR, contracts and grants, resource management in defined areas) and demonstrates solid subject matter knowledge. Exercises judgment within defined procedures and policies to determine appropriate action. Supervises staff to assure accountability and stewardship of department resources (operational, financial, and human) in compliance with departmental goals and objectives. |
Custom Scope
| Oversees the administration and operations of health profession education programs which may include teaching and learning activities, program curriculum, learner scheduling, maintaining databases, tracking learner compliance, and program accreditation. Develops, prioritizes and implements strategies that improve program quality, processes, and compliance. |
Department Custom Scope
| Serve as Standardized Patient (SP) Program Supervisor. Oversee and administer all aspects of the Standardized Patient Program in the Center for Simulated Patient Care (CSPC) at the School of Medicine (SOM). Responsible for the implementation of the undergraduate medical education (UME) and the graduate medical education (GME) curriculum composed but not limited to; Doctoring, Clinical Skills, and OSCE. Collaborate with SOM faculty, develop/design and implement simulated patient experiences to meet curricular goals. Create and implement training assessment programs, case materials and checklists for use by faculty and/or standardized patients in order to enhance the effectiveness in teaching and assessing clinical skills. Utilize the latest simulation methodologies for evaluation of students, residents and practicing healthcare providers. Hire, train and supervise all standardized patients for use in the teaching, evaluation and remediation of students, residents and practicing clinicians. Hire, train, supervise and evaluate the CSPC standardized patient trainers. Collaborate with various directors/faculty within SOM on other projects as needed. |
Education & Experience Requirements
Education Requirements
| Degree | Requirement |
|---|---|
| Bachelor's degree in related area and/or equivalent experience/training. | Required |
| Master's degree in related area. | Preferred |
Experience Requirements
| Experience | Requirement |
|---|---|
| 6 - 10 years of related experience. | Required |
| Previous supervisory/managerial experience. | Preferred |
| Prior experience in a college-level student support service preferably in a learning skills service. | Required |
| Previous experience working as a Standardized Patient or in a SP Program. | Preferred |
| Experience in developing curricula with the sound understanding of the role of performance-based assessment in medical education and providing feedback and input on design and implementation of training activities. | Required |
License Requirements
Certification Requirements
| Certification | Requirement |
|---|
Educational Condition Requirements
| Condition | Requirement |
|---|
Key Responsibilities
| Description | % Time |
|---|---|
Manages the overall delivery and day to day operations of a program including overseeing logistics, tracking student databases, related educational activities, and recruiting faculty to teach in the program. Monitors activities and documentation to ensure program will meet accreditation standards and reports to national accrediting bodies.
|
25 |
Directly supervises health professions education staff that coordinate all activities associated with ongoing administration of the program. Monitors curriculum, teaching and learning activities, scheduling, and assessment activities support learners and meet standards.
|
20 |
Works with faculty to develop and organize course curriculum, advising on course development needs and designing competencies and skills. Determines the logistical feasibility of new curriculum content including competencies and skills. Monitors program communications and collaborates with program leadership to develop and maintain a program marketing strategy.
|
20 |
Implements systems, streamlines processes and enforces guidelines to ensure consistency in curriculum delivery and learner assessment across clinical sites and reduce administrative inefficiencies. Assesses learner/program evaluation data trends, complies and presents data to program leadership, and actively leads and participates in continuous improvement efforts.
|
15 |
| Manages the program database, which may include individual learner files as well as program accreditation documentation, to ensure compliance with relevant regulatory and University policies. Audits databases for accuracy and completeness. Uses data and analytics to identify, analyze, and resolve problems, which may be operational or educational. | 5 |
| Assists with administration and management of resources, approving program-related charges, and communicating significant changes as they occur to program management. | 5 |
| Acts as advisor to management. Provides leadership and maintains strong ties with all levels of educational program staff, department administration, and University stakeholders. Develops new approaches or methods for maintaining effective communication. | 5 |
| Oversees health profession learner placement in clinical educational activities. Actively guides and counsels on learner remediation and advising to ensure high retention of clinical placements. | 5 |
Knowledge, Skills & Abilities
| Knowledge/Skill/Ability | Requirement |
|---|---|
| Effective communication skills with peers, learners, faculty, and other education program coordinators/managers. | Required |
| Verbal and written communication skills to explain technical health profession/education concepts, actively listen, persuade, advise, and counsel. | Required |
| Skills to evaluate issues and identify solutions within defined procedures and policies. Demonstrated ability to solve problems and suggest solutions through critical thinking process. | Required |
| Proven ability to recruit faculty and integrate learners which requires high-level planning and coordination skills, the ability to think strategically and communicate complex information to multiple stakeholders. | Required |
| Demonstrated leadership skills in training and guiding employees on educational techniques. Motivates and inspires staff to improve the health profession education services. | Required |
| Demonstrated ability to prioritize effectively to meet deadlines in a complex, challenging environment. Ability to organize assigned staff and unit operations in an efficient and effective manner. | Required |
| In-depth knowledge of educational software and technologies to promote a wide-range of teaching and learning goals. | Required |
| Knowledge of the health professions education industry, administrative analysis and operations research. Knowledge of assigned program requirements and curriculum. | Required |
| Knowledge of medical terminology. Ability to read and assimilate medical information from medical related material. | Required |
| Knowledge of basic clinical skills such as medical history taking and the ability to perform clinical skills in auditions and training sessions. | Required |
| Ability to cast SPs according to demographics specified by various curriculum groups and committees. Ability to direct actors and coach realistic SP performances. Must be able to reflect on SP performance, determine what is needed, and shape SP performance to meet case goals and objectives. Ability to teach SPs how to simulate physical findings and how to interpret checklist items. Ability to train SPs to give constructive feedback to students on their patient-physician interaction skills. Ability to identify clinical signs of illness in order to train standardized patients. Ability to assess performance capabilities of SPs, often in time-limited situations. | Required |
| Demonstrated analytical and problem-solving skills with ability to analyze situations, identify existing and potential problems, recommend solutions, determine and implement procedures to accomplish effective resolution, and evaluate results. | Required |
| Demonstrated ability to develop and produce standardized patient case materials and checklists/rating scales for use by standardized patients and/or faculty in educational exercises. | Required |
| Strong coaching and instructional skills, organizational abilities, attention to detail, and the ability to quickly assess the effectiveness of a performance. | Required |
| Demonstrated ability to independently set priorities, producing timely results and meeting deadlines in a multiple-demand work environment while maintaining a high level of attention to detail and accuracy. | Required |
| Knowledge of department, organization, HR and university policies and processes. Current knowledge of relevant industry federal, state and local laws and regulations including national accrediting organizations and state and federal licensing and regulatory offices. | Preferred |
Special Requirements & Conditions
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Other Special Requirements & Conditions
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Level of Supervision Received
| Direction |
Environment
Working Environment
| Campus |
Other Requirements
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Physical Requirements
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Environmental Requirements
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Critical Position
| Is Critical Position: Yes |