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Background
The apprenticeship model of medical education is compromised due to shortened patient stays, work hour restrictions, and reduced resident autonomy. Simulation-based training is an increasingly utilized tool to supplement traditional approaches to medical education. This has been shown to be effective in both diagnostic and interventional radiology. There have been limited reports of creating a simulation-based curriculum within Radiology departments. Currently, didactics were mostly lecture-based, despite institutional recognition of the promise of simulation education. Resident-led sessions had been organized previously, but they were held after normal business hours without experts present.

Educational Goals / Teaching Points
The primary objective was to increase the use of simulation-based training within the radiology department to increase trainee comfort and competency. Simulation education is viewed as desirable given the ability to create a risk-free learning environment with reduced stress on the learner. Simulation training provides the opportunity to learn common procedures prior to performing them on a patient. This also creates the opportunity to increase exposure to uncommon scenarios and procedures.

Key Anatomic/Physiologic Issues and Imaging Findings/Techniques
A 1-year resident curriculum was created by the dedicated working group. Two-hour sessions were held, focused on contrast reactions, radiation spills, and other emergencies in the radiology department including administering medications and calling the code team; basic procedural skills such as ultrasound-guided biopsy, stereotactic core breast biopsy, bone biopsy, femoral artery access, lumbar puncture, nuclear physics, CT physics, PACS image manipulation, and other topics, supported by faculty across the department. Simulation models were purchased or created for didactic use through the 3D laboratory or by individual faculty and trainees. One session had models obtained through industry partnership. The VA simulation center provided enabled mannequins and basic vascular access models for use. Procedural equipment and supplies were expired supplies intended for patient use. Sessions were held in situ or in a dedicated didactic space. The sessions were well attended and received overwhelmingly positive feedback, 100% of those surveyed believed simulation training was an effective way to learn new skills.

Conclusion
Simulation education is an effective way to teach emergency management, procedural skills, and imaging interpretive skills to radiology residents at our institution. Establishment of a didactic simulation curriculum with protected time and dedicated faculty is an effective way to incorporate simulation-based training into traditional didactics. The use of simulation allowed for the creation of a risk-free learning environment for trainees, which was well received. Simulation sessions can easily be tailored to the learner's level, allowing for personalized, 1:1 teaching and modulation of the environment and difficulty of the task to engage the learners. A dedicated working group to guide curricular development led to increased collaboration within the department.