2020-2021 SIMULATION MEMBER-AT-LARGE CANDIDATE STATEMENTS
Candidate statements are listed in alphabetical order.
Tina Chen, MD
Saint Louis University School of Medicine
After graduating from the University of Connecticut Integrated Residency in Emergency Medicine, I completed a medical simulation fellowship at the Center of Education, Simulation, and Innovation at Hartford Hospital in 2017. Currently, I serve as the Director of Simulation for the Saint Louis University EM Residency. In 2018, I was appointed Assistant Dean of Simulation at Saint Louis University School of Medicine; in this role, I manage the simulation lab and work to integrate simulation education into the medical student curriculum.
The SAEM Simulation Academy provides a rich environment for collaboration and dialogue, as well as a scaffold for mentorship opportunities. As a young simulation educator, I’ve benefitted tremendously from its resources. If selected for the Member-at-Large position, I would like to add to our current body of knowledge in two specific ways:
(1) I would like to draw upon the Simulation Academy network to make a list of essential articles that reflect core principles and best practices in medical simulation education. Many EM residency programs use “52 Articles in 52 Weeks” (https://www.aliem.com/2016/10/52-articles-in-52-weeks-2nd-edition-2016/), a list of seminal articles in EM that inform our current practice; the target audience is new EM interns. Similarly, I think the simulation community would benefit from a list of foundational articles in simulation education, specifically targeting simulation fellows, young simulation educators, or experienced educators who are inexperienced in simulation.
(2) I would like to create a series of sample budgets for simulation labs of varying sizes, including the cost of equipment, personnel, maintenance, and educator buydown. For EM residencies, we have a general idea of the administrative resources required to run a residency program; similarly, as a simulation community, we should have a general idea of the resources required to maintain high-quality EM simulation education. As the director of a small and growing simulation lab, I feel this data would be invaluable in budget or buydown negotiation.
We are lucky to belong to a friendly community of enthusiastic simulation educators. I would like to draw upon our shared knowledge to enhance our professional development resources. Please vote for Tina Chen for the Member-at-Large position.
Neel Naik, MD
New York Presbyterian/Weill Cornell Medicine
I am a Chicago native, attended Northwestern University’s McCormick School of Engineering, where I earned a B.S. in Biomedical Engineering. I subsequently completed medical school at Northwestern University. I completed residency training at NYU Medical Center/Bellevue Hospital, and was elected to be a co-Chief Resident. I continued training at NYU/Bellevue as a Simulation Fellow, focusing on curriculum design and remediation. I am currently overseeing and developing the simulation education program for the New York Presbyterian Emergency Medicine Department including residents, staff and faculty. In addition, I have helped develop and teach a simulation-based telemedicine curriculum for the institution which earned him the 2019 SAEM Simulation Innovation Award.
Simulation has continuously grown as a field within Emergency Medicine for the last decade and has become an integral part of Emergency Medicine education. As it has grown, it has become apparent that the simulation approach and mindset is not meant to be in a silo of just education, but it is a bridge between many aspects of Emergency Medicine. Its utility within disaster/austere medicine, ultrasound, EMS, toxicology, etc. is well documented in the literature. And as new areas of Emergency Medicine develop, simulation is likely to be a key aspect in its education and dissemination. My goal is to develop these bridges on the national leadership level and collaborate with other academies to create to continue to develop the tree of simulation within Emergency Medicine.
Glenn Paetow, MD, MACM
University of Minnesota
I completed my Emergency Medicine Residency training at Hennepin County Medical Center in Minneapolis, Minnesota followed by a Fellowship in Medical Education and Simulation at the same institution. After obtaining my Masters in Academic Medicine through the University of Southern California, I joined Hennepin County Medical Center as a faculty member in the Department of Emergency Medicine and an Associate Program Director for the Emergency Medicine Residency Program. I also have an academic appointment as an Assistant Professor of Emergency Medicine at the University of Minnesota.
Since joining Hennepin Healthcare, I was selected to lead as Medical Director for the Interdisciplinary Simulation and Education Center where we manage a large, academic simulation center that serves a comprehensive healthcare system with a 473-bed academic medical center, a large outpatient Clinic & Surgical Center, and a vast network of neighborhood clinics located throughout the Twin Cities metro area.
I have been an active member of the SAEM Simulation Academy since graduating residency, more joining the Education sub-committee meetings, and taking on an active role in the collaborative teaching workshops put on by the Simulation Academy at both the SAEM Annual Meeting and the Society for Simulation in Healthcare’s (SSH) International Meeting for Simulation in Healthcare (IMSH). Additionally, I have been an active member of the Council of Residency Directors in EM (CORD) Simulation Community of Practice and the SSH Emergency Medicine Section and Directors of SIM Centers Group.
Healthcare Simulation is now routinely integrated into health professions education and education scholarship, but I believe we have barely scratched the surface when it comes to its application into systems and quality improvement, organizational leadership and development, and support of clinical research. The Simulation Academy brings a tremendous amount of value to its members by fostering the creation, development, and curation of novel educational resources, by supporting networking and collaboration among its members, by helping to create a shared mental model for ways of demonstrating the value and ROI of simulation within institutional frameworks, and by promoting the advancement of healthcare simulation scholarship.
If elected to serve, I would collaborate with the members of the executive committee, the various subcommittees, and individual members of the Simulation Academy in order to develop and curate practical, off-the-shelf resources for simulation educators, scholars, and leaders/administrators alike. I would serve the community by helping to foster a collaborative community of practice where opportunities for scholarship are shared and co-created. I would also promote and prioritize the advancement of healthcare simulation science though integration of simulation into quality improvement and research frameworks, both locally and on a broader scale. Finally, I would work tirelessly with this community to create off-the-shelf resources to help make our day-to-day operations easier and more meaningful for all simulationists, whether you are focused on education, quality improvement, hospital operations and management, or scholarship.
Jessica M. Ray, PhD
Yale School of Medicine and Yale Center for Medical Simulation
I am a Human Factors researcher and Instructor in the Department of Emergency Medicine and the Yale Center for Medical Simulation at Yale School of Medicine. I hold a PhD in Applied Experimental and Human Factors Psychology as well as a Masters of Science in Modeling and Simulation. During my graduate training I worked as a Consortium Research Fellow with the Army Research Institute’s Technology-based Training Unit. For the past seven years I have specialized in medical human factors and simulation, first as a simulation educator with the Yale New Haven Health System’s SYN:APSE simulation center and for the past two years as a faculty member supporting both education and research at Yale School of Medicine’s Yale Center for Medical Simulation. During my time with Yale-New Haven Health, I facilitated interprofessional groups working on process and system redesign, design and testing of new patient care areas, and developed educational simulations for both lab and in-situ settings. As an educator, I am interested in advancing patient safety through the development of clinical teamwork, communication, and decision making skills. As a researcher, I focus both on understanding pedagogical characteristics of educational simulation as well as utilizing simulation as a research paradigm to investigate cognitive and physiologic responses to features of the clinical work environment (e.g. interruptions, stressors, etc). I believe my diverse background and skills in both education and research prepare me well for a member at large position within the SAEM Simulation Academy. Emergency medicine as a field can benefit from increasingly diverse applications of simulation from design, process and systems improvement, education, to research. In the past year, I have collaborated with the SAEM Simulation Academy research sub-committee to understand the research needs of academy members. If elected I will work to understand and support the needs of academy members engaged in all types of simulation. To promote the growth and sustainment of our academy, I will also encourage collaborations for shared learning and the advancement simulation beyond traditional applications.\
Daniel Testa, MD
I earned my undergraduate degree in clinical psychology from Tufts University, followed by my medical degree from the Tufts University School of Medicine. I then moved to Connecticut for residency in Emergency Medicine at the University of Connecticut. Currently, I am completing my Fellowship in Medical Simulation at Hartford Hospital. During residency and fellowship I have been engaged in designing course curricula for all levels of trainees ranging from medical students, to pre-hospital providers to residents and physician assistants. I have also had the privilege to work with both reserve and active duty military personal, developing customized courses to prepare them for active deployment. In my role as a teacher I have been responsible not only for instructing learners, but also for preparing and training other staff in how to be a simulation instructor. I have also been involved in the strategic planning that goes behind a large simulation center, participating in business recruitment for new groups, performing needs assessments and planning how to expand the scope of a simulation center.
Medical simulation is becoming an increasingly important component of training both at the medical school and residency level across virtually all specialties. Within emergency medicine we have the unique opportunity to be leaders of the medical simulation field. My goal as a member-at-large of the simulation academy would be to expand opportunities and support for those within emergency medicine who do not have formal simulation training but are in positions where they can step up and take leadership of simulation at smaller or newer institutions. I also want to build partnerships between EMS, wilderness, toxicology and other emergency medicine sub-specialties to expand the resources we offer through the Simulation Academy while also incorporating the expertise of our colleagues.
I believe that my experience working with a wide array of learners with differing levels of medical knowledge and seeing not only the medical, but also business side of simulation, has given me a broad perspective on how the Simulation Academy can continue to expand and move forward. It would be an honor to have the chance to give back to the simulation community and help be one of its leaders.