ACTor, Palliative Care Program

As a community, the University of Rochester is defined by a deep commitment to Meliora - Ever Better. Embedded in that ideal are the values we share: equity, leadership, integrity, openness, respect, and accountability. Together, we will set the highest standards for how we treat each other to ensure our community is welcoming to all and is a place where all can thrive.

Job Location (Full Address):

601 Elmwood Ave, Rochester, New York, United States of America, 14642

Opening:

Worker Subtype:

Regular

Time Type:

Time as Reported / Per Diem

Scheduled Weekly Hours:

As Scheduled

Department:

400159 Institute for Innovative Educ

Work Shift:

UR - Day (United States of America)

Range:

UR URG 103 H

Compensation Range:

$17.43 - $24.40

The referenced pay range represents the minimum and maximum compensation for this job. Individual annual salaries/hourly rates will be set within the job's compensation range, and will be determined by considering factors including, but not limited to, market data, education, experience, qualifications, expertise of the individual, and internal equity considerations.

Responsibilities:

Portrays characteristics of a patient or family member for the purpose of training and/or assessing health care students and professionals. Undergoes serious illness conversations with healthcare trainees or professionals in small-group setting, utilizing scripted materials to portray the specifics of a patient or scenario, including personal history, symptoms, emotional characteristics, and concerns of patients or family members. In a non-biased manner, portrays various roles and demeanors, providing an opportunity for health care students and professionals to practice or refine communication skills in a safe learning environment before utilizing these skills on actual patients. These roles and demeanors include the ability to carefully and extemporaneously modulate the emotional tenor of the role from moment to moment, based on the learner’s use of specific communication skills, or lack thereof, and subtle direction from the small group facilitator in the moment. Following the initial conversation with a learner, the “replay” also requires the ability to “rewind” to a specific point in the conversation, both in terms of content and emotional tenor.

Provides constructive written and verbal feedback, from both a patient's and actor’s perspective to ACT Course Facilitators via anonymous survey and, as necessary, in-person to the ACT Director.

This position includes: Difficult Role Play, Home Study.

ESSENTIAL FUNCTIONS

• Consistently and accurately portrays various medical scenarios or cases during mock serious illness conversations in a small-group setting (up to 9 learners). These may occur in person, by video, or over the phone and may be recorded for education, quality improvement/assurance, and/or research purposes. Responds to basic medical history questions in an authentic, flexible, and directed manner. Responds to use of specific communication skills, or lack thereof, by the learner as directed by the ACT Program Director and/or Course Facilitator. Is able to module emotional tenor and content of the role from moment to moment, including “rewinding” to a specific point in the conversation during the “replay” and then show an improvement in response to the learner’s appropriate use of a specific communication skill. Improvises routinely to respond appropriately to learners’ changes in approach, or when an interview does not go as expected. Maintains confidentiality of information related to cases, student behaviors, and evaluations.
• Undergoes repeated challenging serious illness conversations in front of a small group of learners (up to 9 learners), “resetting” as needed both during a given learner’s turn and between learners. Emotional “work” includes portrayal of “extremes” of emotion, including but not limited to: angry, sad, accusatory, and withdrawn, among others as needed. Is able to make learners “uncomfortable” in a variety of ways, up to and including, yelling, crying, “getting in their face,” and occasionally using mildly-foul language. These abilities will be demonstrated with up to 6 learners per hour.
• Memorizes case scenario and simulate details, including but not limited to, chief medical complaint(s) and symptoms, past medical history and physical exam results in addition to the body language, emotional state, behaviors and personality of the role being portrayed.
• Completes standardized patient orientation, as well as ongoing training sessions. Trainings may include live, online and self-study components. Participates in group training and/or mentorship of newly hired standardized patients.
• Provides educationally constructive verbal feedback as appropriate to learners. Receives feedback from the supervisor/trainer and incorporates it into future examination sessions. Demonstrates objectivity when interacting with and rating Facilitators.
• Responds to basic inquiries and completes other administrative functions in support of ACT Program operations as needed.
• Other duties as assigned.

MINIMUM EDUCATION & EXPERIENCE

• High school diploma or the equivalent.
• 6 months of work or volunteer experience. Experience in theatre, a medical field or education.
• or equivalent combination of education and experience

KNOWLEDGE, SKILLS AND ABILITIES

• Strong communication skills, both written and spoken. Strong reading and writing skills to absorb and use the detailed case training information\
• Ability to accurately portray a wide range of roles and scenarios, include extremes of emotion (e.g., angry, sad, accusatory, withdrawn, etc.), to remain in character throughout the interaction with the learner, and to improvise within the confides of the role routinely to guide learners’ growth.
• Ability to reset emotional tenor accurately multiple times with each learner and between learns during each small-group session, with up to 6 learners per hour.
• Ability to work closely with, and take subtle direction from, the Course Facilitator during a small group session.
• Organization, reliability and punctuality.
• Fluency in more than one language.
• Willing and able to work a varied, flexible schedule

The University of Rochester is committed to fostering, cultivating, and preserving an inclusive and welcoming culture to advance the University’s Mission to Learn, Discover, Heal, Create – and Make the World Ever Better. In support of our values and those of our society, the University is committed to not discriminating on the basis of age, color, disability, ethnicity, gender identity or expression, genetic information, marital status, military/veteran status, national origin, race, religion, creed, sex, sexual orientation, citizenship status, or any other characteristic protected by federal, state, or local law (Protected Characteristics). This commitment extends to non-discrimination in the administration of our policies, admissions, employment, access, and recruitment of candidates, for all persons consistent with our values and based on applicable law.