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QUESTIONS? 

Contact the SSH Office of Continuing Education

Email education@ssih.org

Phone 866-730-6127

Let your colleagues know you’re presenting at IMSH!

Promote your course or abstract via Twitter and Facebook using the hashtag #IMSH2020.

 


 Submit NOW!*

CONTENT CATEGORIES – THE TARGET AUDIENCE

How to submit a Course Proposal to IMSH 2021! Recording Available Password for Recording: IMSH2021!

 

Content categories for IMSH are specific to the intended target audience for the topic. As you choose the category of your presentation, consider who best would benefit from the material.

The target audience category options are:

  • Administrators
  • Educators
  • Government/Healthcare Agency Professionals
  • Innovators
  • Operations Specialists
  • Researchers

Consider the most appropriate audience for your topic. Is it MOST appropriate for those with oversight of the administrative functions of the simulation program (Administrators)?  For those involved in training faculty or teaching simulation (Educators)? For those innovating new approaches or technologies in simulation (Innovators)? For those federal employees in healthcare or military personnel (Government)? For those managing the operations and technology of a simulation center or in-situ program (Operations Specialists)? Or, for those conducting research with, or about simulation (Researchers)?

Administrator

Content in this category is designed to address the administrative, leadership, and managerial functions of the simulation program. Topics include: all facets of simulation center management and administration including but not limited to organization & governance, accreditation, return on investment strategies (ROI), human and capital resource management, financial & fiscal management, scheduling, continuous quality improvement activities, program evaluation, security & confidentiality maintenance, policy & procedure framework, systems integration, and center sustenance initiatives.

Educators

Content in this category is designed for the faculty who teach and train using simulation. Topics include recruitment and training of faculty, debriefing & feedback strategies, professional development and evaluation strategies used to train simulation faculty educational learning theory, design of the simulation experience, scenario and course exemplars, curriculum and course development, and the assessment of learners.

Innovators

Content in this category is intended for those involved in executing innovative approaches and technologies in healthcare simulation. Topics for cutting-edge simulation-based technology and delivery methods include, but aren’t limited to: lower-resource advancements, telesim and distance learning, 3D printing and moulage, standardized patients technologies, augmented/virtual reality simulators, serious games, innovative theory-based interventions, assessment and evaluation methods, sensors, 3D Printing, rapid prototyping/testing methods, and logistical modeling.

Government/Healthcare Agency Professionals

Content in this category is intended for those with a role in national and international funded projects for healthcare, military and other government programs.  Topics may include: military healthcare, combat casualty care, simulation training and skills sustainment in austere environments, integration with non-medical personnel, and community applications of military medical training modalities.

Operations Specialists

Content in this category is intended for those involved in the day-to-day operations and technology of simulation. Topics include, but are not limited to, scenario programming, room set-up, course preparation, troubleshooting, simulator modification/repair/maintenance, audiovisual technologies, information technology, networking, equipment repair/maintenance, data collection and analysis, novel moulage, improvisation and standardized patient training, certifications, role in accreditation, professional development opportunities available for the operations specialist.  Core operations principles and best practices are also welcomed. 

Researchers

Content in this category is intended for those involved in simulation-based research and data analysis. Topics include beginner and advanced research practices, research design, data analysis, funding and grant writing, research methodology, validity and reliability of research measurements, and best practices related to the presentation of research. The focus may be conducting research with, or about, simulation.


Educational Course Proposal Submission Requirements

Title
Please choose a title that is both attractive and descriptive of your proposed course content.  The title should be as succinct as possible so that the key component of your title is prominent when displayed on our IMSH electronic schedules, mobile app, etc.  Avoid starting your title with the word “Simulation”, as these tend to get lost in a long list of titles beginning with the same word when viewed in our electronic formats.  Instead, keep the key focus of your course in the very beginning of the title in an effort to more directly communicate what is unique and relevant about your content.  If your course proposal is accepted, the Planning Committee does reserve the right to edit your title if it is too long or doesn’t accurately describe the content as outlined in your proposal.

Course Overview (450 character limit, includes spaces)
Enter a Course Overview that gives an accurate and succinct description of your course and ties the course content to the title and learning objectives. The Course Overview will be used to promote your course to potential attendees, should your proposal be accepted. 

Please be sure to include the following in your course overview: 1) overall goal for the course; 2) problem addressed and/or need for the course; 3) novel presentation highlights; 4) and what the attendee can expect to take away from the course. 

The Course Title, Overview and Learning Objectives will be used for promotional purposes, should your course proposal be accepted. 

Learning Objectives – Three (3) Required (250 character limit each, includes spaces)
Your learning objectives must be measurable, and contain a verb of action.  Please construct your learning objectives using the following format:

A. Action Component
Ask the question, “What will participants be able to DO as a result of this activity?” This section of the objective must contain a verb of action. The following are examples of verbs that are NOT measurable and should not be used: “Understand, learn, become aware, know, grasp, absorb, etc.”

Examples:
IDENTIFY...
DISCUSS...
CONSTRUCT..

See the excerpted listing from Bloom’s Taxonomy of possible action verbs for help in creating your learning objectives.

B. Subject Component
Ask the question, “What subject or topic do I want participants to LEARN as a result of their participation in the activity?”

Examples:
Identify a DEBRIEFING STRATEGY...
Discuss the COMPONENTS OF CRITICAL CARE SCENARIOS...
Construct a HYPOTHESIS STATEMENT...

C. Measure Component
Ask the question, “How will the participant MEASURE his/her success in implementing the knowledge gained in the activity?”

Examples:
Identify a debriefing strategy to use in AN EXISTING SIMULATION SCENARIO.
Discuss the components of critical care scenarios for TWO LEARNING ACTIVITIES.
Construct a hypothesis statement for ONE POTENTIAL RESEARCH EFFORT.

For each of the three Learning Objectives, please complete this sentence
At the conclusion of this learning activity, participants will be able to:

Detailed Content Description (4,000 characters, includes spaces)
Enter a comprehensive description of the key concepts you intend to cover during this proposed course.

Instructional Timeline (4,000 characters, includes spaces)
Describe how the course is organized through the inclusion of a timeline, with the minutes allotted for each section, which totals the preferred length for your course.  Be sure to list time for your introductions and verbal disclosures for all faculty.  Include a discussion of the instructional resources that will be used to complement the instructional design of your proposed course, including operational highlights, opportunities for learner engagement, learning activities and instructional tools, equipment or supplies (if applicable to your chosen delivery format). * See chart below

References (no character limit)
References must be formatted as shown in the Reference Format Guidelines.

Equipment
If you will need special equipment for your proposed course, you’ll be able to indicate those in the fields found under the “equipment” tab.

Instructional Timeline (SAMPLE)

Content

Time Frame

Faculty Name

LEARNER ENGAGEMENT
STRATEGIES

Provide an outline of the content to be presented, related to each learning outcome, in sufficient detail to determine consistency with learning outcomes and appropriate time allotted. 
(Restatement of learning outcomes does not meet the criteria)

List the number of minutes2 for each topic/ content area3.

List the presenter, faculty person or author for each content area.

When applicable, check the engagement strategies used by each presenter for each content area.

Introduction of all Faculty AND Verbal Disclosure of Relevant Financial Relationships

0:00 – 5:00

List names of all faculty here

Describe how learners will be engaged

Principles of Debriefing

5:00 – 15:00

Jane Doe

 

Learners will be asked to respond with the types of debriefing currently being used in their practice via audience response.

Demonstration of Debriefing a Difficult Scenario

15:00 – 20:00

John Doe

Learners will team up and engage in a role play exercise.

Add additional rows as needed to meet your full-time requirement

15:00 – 20:00

John Doe

Add as many rows as necessary.

 

EDUCATIONAL DELIVERY FORMAT OPTIONS

PRECONFERENCE COURSES 

Saturday January 9, 2021

Preconference Workshops are four hours in duration and offer participants an intensive and comprehensive learning experience on topics of importance in simulation today.  Accepted sessions must combine several learning formats to meet the needs of a varied array of learners.  Interactivity and learner participation are required for these courses. The curriculum developed for the proposed preconference workshop must be designed to include interactive activities for the MAJORITY of the course, giving attendees a chance to practice, discuss and problem-solve.  Workshops requiring extensive simulation equipment and facilities may be held at New Orleans area simulation centers.

ELECTRONIC COURSE MATERIALS:  Preconference workshops must include an electronic, enduring material, such as a pdf manual or handbook.  A comprehensive description and/or example of the proposed enduring material must be submitted with the proposal.  A submission in this category will NOT be reviewed if a description of the enduring material hasn’t been submitted.  The Society will distribute these materials to attendees enrolled in the course via electronic format.  SSH will NOT produce these materials in printed form.  Production costs for printed materials will be at the expense of the Course Director.

POSSIBILITY OF COURSE CANCELLATION:  Courses for which an enrollment of twelve (12) attendees hasn’t been reached 30 days prior to the course date is subject to cancellation.  Course Directors of affected courses will be notified NO LATER THAN DECEMBER 8th, 2020 should it become necessary to cancel the course.  SSH will not assume liability for travel change fees associated with Course Director/Faculty travel affected by the cancellation decision.

REGISTRATION IS REQUIRED FOR ALL PRECONFERENCE FACULTY:  All presenters of accepted Preconference content at IMSH 2021 MUST register for the ENTIRE meeting.  Registration for a one-day pass is not acceptable. Course faculty are encouraged to register prior to the Early Bird deadline of Thursday, October 15, 2020.


GENERAL SESSION COURSES

Monday – Wednesday, January 11-13, 2021

Panel Presentation (60 minutes)

This delivery format includes Panel and Debate presentations. The Panel Presentation focuses on a key issue in simulation today and features a moderator and multiple panel members involved in a discussion that invites participation from the audience. At least 15 minutes of audience participation is required. It is recommended that presenters engage the audience as soon as the introduction and opening questions are completed. The submitter is responsible for coordinating all electronic presentations from panel members in advance. The Debate in Simulation features two or three debaters who hold clearly differing points of view on the main topic. The debate should be moderated by a chairperson with a prepared set of questions. Half of the presentation time should be devoted to audience participation in the debate. Submitters should identify the topic, why the topic is of interest to the healthcare simulation community, and the contrasting positions of the debaters. PowerPoint, video and other media are welcomed, but presentation must include some degree of interactivity with the audience.

Presentations offered in this delivery format will be scheduled in a larger lecture hall seating up to 200+. 

Hot Topics Presentation (15 minutes)

Innovative short presentation format designed for the delivery of timely updates, recent findings and emerging information in healthcare simulation.  Topics desired include new ideas, innovative concepts, recent findings, methodologies, exemplars, tools, and research results. 

Each presenter is stationed at a presentation kiosk comprised of a monitor, podium and seating for up to 10 learners. Presentations in related topic areas are grouped together in a round-robin format to allow learners to move from one presentation kiosk to the next every 15 minutes. Up to ten presentation kiosks will be set in the Hot Topics Hall, adequately spaced for ease of discussion and optimal acoustics. These intimate kiosk settings encourage a high degree of interactivity and discussion, allowing instructor and learner to interact in a dynamic exchange.

Presenters in this category prepare a 10-minute oral presentation to be followed by a five-minute discussion period.  The sequence is then repeated every 15 minutes for the length of the session.  Presenters scheduled into a 60-minute timeslot will repeat the presentation four times.  Presenters scheduled into a 90-minute timeslot will repeat the presentation six times.  A session moderator will keep track of time and announce each 15-minute transition.

Workshop (60 or 90 minutes)

Workshops are interactive sessions that begin with explanatory or introductory information and then move on to involve the audience in some type of interactive, participatory activity.  Workshops are particularly well suited for demonstrations, role play, learning new skills or procedures, problem-solving discussions, testing best practices, and comparing and contrasting educational approaches, scenarios, courses and curriculum. Workshops should engage multiple faculty to help keep the content highly interactive and personal. At least 50% of the instructional timeline must show interactivity between faculty and learner. PowerPoint, video and other media are welcomed, but may not exceed 50% of the stated presentation time.

Presentations offered in this delivery format will be scheduled in classroom style rooms with a max of 50 attendees.

Room sets and max capacities cannot be altered. 

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