Structure

1. Early Pipeline: High School Outreach and Recruitment

We are currently exploring:

Dual credit and experiential learning partnerships with school boards
Hands-on experiences with simulation technology, team-based learning, and applied problem-solving
Promotion of Sim Ops as a non-clinical, high-tech career pathway for students interested in science and health

2. Undergraduate Minor: EPA-Based Competency Framework

Designing a unique curriculum:

Competency-Based Education (CBE) model based on Entrustable Professional Activities (EPAs)
Work-Integrated Learning (WIL) placements in simulation labs and inter-professional settings
Progressive experiential learning grounded in Miller’s Pyramid, featuring:
- Online didactic instruction
- Scaffolded learning (clinical and simulation shadowing, leading simulation events)
- Capstone WIL placements

3. Postgraduate Expansion: Up-skilling and Professional Development

Looking into the future:

Graduate studies
- MHSc (SIMU)
- PhD (SIMU)
Stackable credentials for continued education:
- Diplomas and short certifications
- Asynchronous online delivery with local simulation residencies
- Professional development for alumni and practitioners

Conclusion: A Nationally Scalable Model

STEPS is the blueprint for the world’s first structured educational program for non-clinical Sim Ops personnel. We view this as an ecosystem that connects early recruitment, undergraduate education, and professional development, creating a pipeline that is scalable nationally and adaptable to various institutional needs.

With a structure rooted in CBE, experiential learning, work integrated learning and modular delivery, STEPS aligns with the CIFR framework’s pillars, establishing a strategic model for simulation workforce education in Canada and beyond.

RESEARCH DESIGN AND IMPLEMENTATION PROCESS

A unique aspect of this program is that it will be designed through a rigorous, scholarly design process with continuous input from stakeholders and end users. An iterative design method process will be employed, with a unique focus on pre-implementation considerations.
As a first-of-its-kind program, with only 14 similar programs offered globally, all of which are at graduate or professional development level targeting practicing healthcare professionals, the development process emphasizes the importance of a scholarly approach. Specifically, the STEPS program blueprint will be developed based on a hybrid methodological framework combining the Medical Research Council (MRC) and Design-Based Research (DBR) frameworks.
This dual framework synergizes rigorous scientific methodology with iterative, user-focused design. In this context, the MRC framework provides a structured approach for developing evidence-based interventions, ensuring clinical relevance and effectiveness. Simultaneously, DBR facilitates ongoing refinement through iterative cycles, involving stakeholders to enhance user experience, program adaptability, and implementation-focused exploration of fit.

Competency-Framework

Competency frameworks are systematic structures that outline the knowledge, skills, attitudes, and behaviors necessary for individuals to excel in a specific role, profession, or field. They provide a foundation for designing education, training, assessment, and professional development programs. Widely utilized in fields like healthcare, education, management, and technical industries, competency frameworks ensure that professionals achieve consistent and recognized standards.

In the context of Simulation Operations Specialists, no evidence-based competency frameworks currently exist. To address this gap, we developed a comprehensive framework through rigorous scholarship and stakeholder consultations. This framework serves as the foundation for the STEPS minor program blueprint, ensuring that every course and activity is explicitly aligned with its competencies.