The Society for Simulation in Healthcare > Professional Development > IMSH 2020 > Program Content > Courses

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Program Content
SSH Interest Groups

FAculty tools

SSH Disclosure Policy (pdf)
Reference Formats (pdf)
Writing Learning Objectives (pdf)


Contact the SSH Office of Continuing Education


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.









Course Proposals


SSH Interest Groups

Course Submission

New for IMSH 2020 is the manner in which content is categorized. This year, the content tracks are specific to the intended audience for the topic. As you choose the category of your presentation, consider who best would benefit from the material.

The intended audience categories chosen for this year’s meeting are:

  • Administrators
  • Educators
  • Innovators
  • Operations Specialists
  • Researchers

For a full description of the Course Content Categories, please click here: IMSH_Content Categories_IMSH

Course Delivery Formats 

Course content will be accepted into the following delivery formats:

Pre/postconference courses (4 hours)

Panel Presentations (60 minutes)

Hot Topics (15 minutes)

Hands-on Workshops (60 or 90 minutes)

Please review the detailed document of delivery formats regarding specific submission requirements for each type: CallContent_Course Delivery formats


Educational Course Proposal

Submission Requirements



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.”


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?”


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

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, included in the "More Info" section.



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)



Time Frame

Faculty Name



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 – 2:00

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

Learners will engage in a Q&A

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