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(Aligned with: Textbook Chapter 10 – Simulation Systems & Operations)

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Consult textbook Chapter 10 for additional detail

STRUCTURE OF THIS MODULE

1. Key Ideas

2. Foundational Concepts Explained 

3. Systems & Connections 

4. Applied Reasoning for SOS Practice

5. Common Misconceptions

6. Figures & Visual Descriptions

7. Check Your Understanding

8. Preparation for the In-Person Lab / Workshop

1. KEY IDEAS

• Simulation is not an isolated teaching event — it is an operational system

• Simulation outcomes depend on the coordination of:

  • people

  • technology

  • workflows

  • environment

• Many simulation “failures” are system failures, not technical accidents

• Stable operations protect learning even when unexpected problems arise

• The Simulation Operations Specialist (SOS) exists because simulation is:

  • complex

  • time-sensitive

  • interdependent

• SOS work focuses on anticipation, coordination, and system stability, not just equipment

• Understanding simulation as a system is essential for:

  • reliability

  • safety

  • high-quality learning experiences

2. FOUNDATIONAL CONCEPTS EXPLAINED (Level 1)

2.1 People as System Components

In simulation, people are active system elements, not passive users.

Key contributors include:

• educators

• learners

• standardized patients

• administrators

• SOS professionals

Important implications:

• human behavior changes under stress

• communication patterns affect timing and flow

• role clarity reduces breakdowns

• psychological safety is influenced by operational stability

SOS implication:
You must design systems that support predictable human behavior, not assume ideal performance.

2.2 Technology as Enabler (and Risk)

Simulation technology enables learning, but also introduces fragility.

Includes:

• manikins

• monitors

• AV systems

• software platforms

• networks

Key principles:

• functional fidelity > visual realism

• consistency matters more than sophistication

• poorly integrated technology degrades learning

SOS implication:
Technology must serve the learning objective, not compete with it.

2.3 Processes and Workflows

Simulation delivery follows a workflow:

• planning & scheduling

• setup

• scenario execution

• debriefing support

• turnover/reset

Key idea:

• failures often originate in workflow design, not equipment

SOS implication:
Checklists, timing plans, and standard procedures protect learning quality.

3. SYSTEMS & CONNECTIONS (Level 2)

Simulation quality emerges from relationships, not components.

Examples of system connections:

• equipment behavior ↔ learner interpretation

• educator cues ↔ scenario timing

• turnover efficiency ↔ debriefing quality

• AV reliability ↔ reflective learning

Key systems concepts:

• small issues can cascade across the system

• early warning signs often appear before failure

• redundancy absorbs predictable disruptions

SOS role:

• continuously scan for system instability

• intervene early to prevent cascade failures

• maintain coherence across people, tools, and processes

4. APPLIED REASONING FOR SOS PRACTICE (Level 3)

SOS professionals make judgment-based decisions, often under uncertainty.

Examples:

• adjusting scenario timing without breaking immersion

• choosing whether to troubleshoot live or adapt the scenario

• translating vague educator intent into precise system actions

• deciding when not to intervene

Key priorities:

• learner safety

• educational objectives

• system stability

• psychological fidelity

Applied reasoning distinguishes:

• professional SOS practice from checklist-driven technical execution

5. COMMON MISCONCEPTIONS

❌ “Simulation is mainly about equipment.”
✔ Reality: most failures are workflow or communication related

❌ “High-fidelity technology guarantees good simulation.”
✔ Reality: unstable systems undermine learning

❌ “Operations are secondary to teaching.”
✔ Reality: teaching depends on operational reliability

❌ “SOS roles are reactive.”
✔ Reality: effective SOS work is anticipatory and preventive

❌ “Simulation failures are random.”
✔ Reality: most are predictable when systems are understood

6. FIGURES & VISUAL DESCRIPTIONS (Chapter 10)

Figure A — Simulation as a Sociotechnical System
Diagram showing people, technology, and workflows interacting within an institutional context.

Figure B — Simulation Workflow Chain
Visual representation of planning → setup → execution → debrief → turnover.

Figure C — Common Failure Points
Annotated workflow highlighting predictable breakdown locations.

Figure D — SOS Systems Monitoring
Illustration showing simultaneous attention to manikin behavior, AV, educator cues, and learners.

7. CHECK YOUR UNDERSTANDING

8. PREPARATION FOR THE IN-PERSON LAB / WORKSHOP

Before attending the lab, you should be able to:

• identify system components in a real simulation space

• describe how workflows influence learning quality

• explain how SOS decisions shape learner experience

• use systems language, not task lists

In the lab, you will:

• map simulation systems physically

• analyze real workflow constraints

• practice SOS decision-making in teams