Part 3

(Aligned with: Textbook Ch. 4 – Simulation Center Personnel)

1. KEY IDEAS

• Simulation centres operate like technical production studios.

• The core roles include: Simulation Technician / SOS, Educator, Coordinator, AV/IT Specialist.

• These roles rely on each other; no single role can deliver a simulation alone.

• SOS professionals ensure technical reliability, workflow stability, and scenario fidelity.

• Inter-role communication is essential for safe and effective learning.

2. FOUNDATIONAL CONCEPTS (Level 1)

2.1 Simulation Technician / Simulation Operations Specialist (SOS)

The SOS role combines:

• Technical expertise (equipment, manikins, software)

• Operational workflow (room setup, turnover, consumables)

• AV and recording management

• Troubleshooting under pressure

• Documentation and risk management

SOS professionals are the technical engine of the simulation centre.

2.2 Simulation Educator / Facilitator

Educators focus on:

• Learning outcomes

• Scenario development

• Learner psychological safety

• Real-time coaching

• Debriefing

Educators cannot run technical systems alone — they partner closely with SOS staff.

2.3 Simulation Coordinator / Administrator

Coordinators ensure:

• Scheduling

• Inventory control

• Purchasing

• Communication with faculty

• Documentation for accreditation

They maintain the administrative backbone.

2.4 AV/IT Specialist

AV/IT roles are critical in centers with:

• Multi-camera setups

• Streaming

• Remote simulation

• Digital routing systems

They ensure the stability of digital infrastructure.

2.5 The Interdependent Ecosystem

A successful simulation requires:

• the educator to design

• the SOS to operate

• the coordinator to organize

• the AV/IT specialist to support

Weakness in any link affects learning quality.

3. CONNECTIONS & SYSTEMS THINKING (Level 2)

3.1 How Roles Interact During a Simulation

3.2 Why SOS Work Is Central

Because SOS professionals:

• maintain scenario fidelity

• ensure equipment functionality

• prevent technical failures

• support learner flow

• provide essential debriefing resources

3.3 Systems Failure Example

If the coordinator schedules sessions too tightly:

• SOS has insufficient prep time

• manikin errors go unnoticed

• educators begin late or unprepared

• AV setup is rushed

• learners experience reduced realism

• debriefing quality decreases

This shows the systemic nature of simulation operations.

4. APPLIED REASONING FOR SOS PRACTICE (Level 3)

4.1 Example Scenario

The educator requests an airway scenario requiring:

• suction setup

• intubation head

• difficult airway software module

• appropriate patient positioning

If the SOS plans and tests equipment in advance:

• educator can focus on teaching

• learners experience smooth scenario flow

• technical realism supports learning outcomes

If not:

• scenario fails

• learner confidence decreases

• educator must improvise

• debrief loses depth

4.2 Competency and OPA Integration

STEPS Competencies

• Technical Operations

• Scenario Setup and Execution

• AV/Data Management

• Documentation

• Communication and Teamwork

OPAs

• OPA 1.1: Simulation room setup

• OPA 2.1: AV configuration

• OPA 3.1: Manikin programming

• OPA 4.1: Technical troubleshooting
  
  

 5. COMMON MISCONCEPTIONS

❌ “Simulation educators control everything.”

Truth: Educators rely heavily on SOS technical support.

❌ “Coordinators are administrative only.”

Truth: Poor scheduling or inventory management causes major system failures.

❌ “AV is optional.”

Truth: AV playback is central to reflective learning.

6. CHECK YOUR UNDERSTANDING