Doctoring Simulation Facilitator-School of Medicine

The Doctoring/Simulation Facilitator serves a key role in the first two years of the Kaiser Permanente School of Medicine curriculum by working closely with students during early, highly formative stages of medical education. Help students learn the foundational skills of doctoring: history-taking, communication, physical examination, clinical reasoning, ethical reasoning, professional behavior, point-of-care ultrasound and procedural skills.  Lead weekly small group sessions that will be organized around patient case involving discussions and simulation with standardized patients and mannequins. All facilitators are required to participate in a series of training sessions that begin several months before the course begins and continue once weekly over the academic year. These sessions provide robust preparation for facilitating small groups, teaching clinical skills, assessing student participation and skills, and carrying out other required duties of the position. Doctoring/Simulation Facilitators collaborate with the Schools course directors to develop, implement, and continuously improve clinical skills and small-group learning for the Schools medical students.

• Facilitate small groups sessions utilizing the School of Medicines case-based learning of clinical skills, clinical and ethical reasoning, professional behavior, and the medical humanities.


• Promote student engagement through effective small group facilitation, role-play and simulation, and reflective exercises.


• Teach procedural skills.


• Promote a productive and positive group dynamic and provide feedback to both individuals and the group on how to improve team performance through group learning.


• Ensure efficient progress toward achieving session learning objectives.


• Collaborate with other faculty in case development activities including building session guides, designing learning activities, and generating assessment items.


• Review session learning objectives, assigned preparation materials, and faculty guide prior to small group meetings as preparation for facilitating the session.


• Respond to student questions and concerns via email, discussion boards, and in-person meetings.


• Review and provide feedback to students on their self-directed learning including content, quality, and source of references.


• Provide feedback on students oral presentation skills.


• Grade and provide feedback on student assignments; assess their participation in class activities.


• Identify struggling students early and work with the course directors to implement strategies to address their challenges.


• Complete written assessments of students.


• Provide input to committee(s), coaches, and/or advisors involved in making determinations regarding progress toward and achievement of graduating competencies.


• Attend quarterly student assessment sessions with the course director.


• Review student, peer, and instructional design feedback on your teaching with the course director and educational dean(s) to develop plans for improvement.


• Provide a safe learning environment by treating students respectfully always; serve as a role model of professionalism and model respectful discussion and critical reflection.


• Attend required faculty training sessions prior to and during the academic year.


• Contribute to faculty development program activities, including onboarding and mentoring novice facilitators, by assisting them in preparation, allowing observation of sessions with debriefings, and providing guidance in completion of written assessments.


• May participate in relevant School of Medicine faculty committees.