Position Details
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Standardized Patient Program Supervisor
| Job Number | Full/Part Time | Schedule | Salary |
|---|---|---|---|
| 22473794 | Full Time | 8AM - 5PM | $78,700 - $128,500 |
Position Information
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
Education Requirements
| Degree | Requirement |
|---|---|
| Bachelor's degree in related area and/or equivalent experience/training. | Required |
| Master's degree in related area. | Preferred |
Experience
| 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 |
Minimum Requirements
Effective communication skills with peers, learners, faculty, and other education program coordinators/managers.
Verbal and written communication skills to explain technical health profession/education concepts, actively listen, persuade, advise, and counsel.
Skills to evaluate issues and identify solutions within defined procedures and policies. Demonstrated ability to solve problems and suggest solutions through critical thinking process.
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.
Demonstrated leadership skills in training and guiding employees on educational techniques. Motivates and inspires staff to improve the health profession education services.
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.
In-depth knowledge of educational software and technologies to promote a wide-range of teaching and learning goals.
Knowledge of the health professions education industry, administrative analysis and operations research. Knowledge of assigned program requirements and curriculum.
Knowledge of medical terminology. Ability to read and assimilate medical information from medical related material.
Knowledge of basic clinical skills such as medical history taking and the ability to perform clinical skills in auditions and training sessions.
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.
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.
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.
Strong coaching and instructional skills, organizational abilities, attention to detail, and the ability to quickly assess the effectiveness of a performance.
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.
Verbal and written communication skills to explain technical health profession/education concepts, actively listen, persuade, advise, and counsel.
Skills to evaluate issues and identify solutions within defined procedures and policies. Demonstrated ability to solve problems and suggest solutions through critical thinking process.
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.
Demonstrated leadership skills in training and guiding employees on educational techniques. Motivates and inspires staff to improve the health profession education services.
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.
In-depth knowledge of educational software and technologies to promote a wide-range of teaching and learning goals.
Knowledge of the health professions education industry, administrative analysis and operations research. Knowledge of assigned program requirements and curriculum.
Knowledge of medical terminology. Ability to read and assimilate medical information from medical related material.
Knowledge of basic clinical skills such as medical history taking and the ability to perform clinical skills in auditions and training sessions.
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.
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.
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.
Strong coaching and instructional skills, organizational abilities, attention to detail, and the ability to quickly assess the effectiveness of a performance.
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.
Preferred Qualifications
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.
Additional Information
In the Heart of Inland Southern California, UC Riverside is located on nearly 1,200 acres near Box Springs Mountain in Southern California; the park-like campus provides convenient access to the vibrant and growing Inland region. The campus is a living laboratory for the exploration of issues critical to growing communities' air, water, energy, transportation, politics, the arts, history, and culture. UCR gives every student, faculty and staff member the resources to explore, engage, imagine and excel.
UC Riverside is recognized as one of the most ethnically diverse research universities in the country boasting several key rankings of which we are extremely proud.
The University of California is an Equal Opportunity/Affirmative Action Employer with a strong institutional commitment to the achievement of excellence and diversity among its faculty and staff. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, age, disability, protected veteran status, or any other characteristic protected by law.
For information about our generous employee benefits package, visit: Employee Benefits Overview
UC Riverside is recognized as one of the most ethnically diverse research universities in the country boasting several key rankings of which we are extremely proud.
- UC Riverside is proud to be ranked No. 12 among all U.S. universities, according to Money Magazine's 2020 rankings, and among the top 1 percent of universities worldwide, according to the 2019-20 Center for World University rankings.
- UC Riverside is the top university in the United States for social mobility. - U.S. News 2020
- UCR is a member of the University Innovation Alliance, the leading national coalition of public research universities committed to improving student success for low-income, first-generation, and students of color.
- Among top-tier universities, UC Riverside ranks No. 2 in financial aid. - Business Insider 2019
- Ranked No. 2 in the world for research, UCR's Department of Entomology maintains one of the largest collections of insect specimens the nation. - Center for World University Rankings
- UCR's distinguished faculty boasts 2 Nobel Laureates, and 13 members of the National Academies of Science and Medicine.
The University of California is an Equal Opportunity/Affirmative Action Employer with a strong institutional commitment to the achievement of excellence and diversity among its faculty and staff. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, age, disability, protected veteran status, or any other characteristic protected by law.
For information about our generous employee benefits package, visit: Employee Benefits Overview