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Introduction Recent downsizing and budgeting issues have led to challenges when attempting to train military health care reserve forces. A specific military unit collaborated with a university simulation center in order to provide more meaningful training experiences that mirrored the deployment operational experience. Methods The article discusses the processes used to initiate and build a simulation-based military health care training curriculum. The team consisted of an educator specializing in the use of simulation and military content experts. Rubrics for all skills were developed or found in nursing or emergency medical technician/Paramedic textbooks. Skills station training was completed using deliberate practice, where students practiced until they reached mastery level. Simulation scenarios were completed that included a primary and secondary survey improvised explosive device event. Simulation curriculum has expanded to include psychiatric scenarios using standardized patients (actors). Results Documentation of the training yielded greater insight into the unit’s abilities, strengths and weaknesses. After the initial 1-year time period, 87% of medical technicians and 92% of registered nurses completed training. In total, 12 out of 38 participants needed additional support. The participants reported through the Debriefing Assessment for Simulation in Healthcare tool that they enjoyed and valued the meaningful training. Conclusion Training using simulation has been invaluable to improving team cohesiveness. Building a training curriculum has generated a new perspective on ways in which military units may train and assess the strengths and opportunities of the unit. The ability to see participants in action allowed for a clearer understanding of the knowledge and skill each participant actually possessed versus what was assumed. The information obtained was invaluable to leadership in determining the true readiness of the unit for deployment. The authors offer the scenarios, lesson plans, and curriculum that they developed to other units that are interested in the training.

The following slides explain which components that contribute to the score and also how these components are calculated.