• Dawn Taylor Peterson is an Associate Professor in the School of Medicine, Department of Medical Education and in the School of Health Professions, Department of Health Services Administration. She holds a PhD in Instructional Design, as well as an Educational Specialist degree and a Master of Arts in Education. She completed her initial simulation training and the Advanced Comprehensive Instructor Course at the Center for Medical Simulation in Cambridge, Massachusetts. Dr. Peterson is also a TeamSTEPPS® Master Trainer. Her primary interests are debriefing, interprofessional simulation, and faculty development for simulation. She currently serves as the Director of Faculty Development & Training for the Office of Interprofessional Simulation for Innovative Clinical Practice.
  • Selected Publications

    Academic Article

    Year Title Altmetric
    2023 Tele-Simulated Instruction and Learner Perceptions of Fiberoptic Intubation and Nasopharyngoscopy: A Pilot StudyWestern Journal of Emergency Medicine.  24:105-110. 2023
    2023 Why We Want Our Students to Learn about Poverty and Health Care: Sharing Our Own Experiences from Poverty SimulationsHealth Communication.  38:191-199. 2023
    2023 Why We Want Our Students to Learn about Poverty and Healthcare: Sharing Our Students’ Experiences from Poverty SimulationsHealth Communication.  38:411-415. 2023
    2022 Implementing a Large Scale Interprofessional Poverty SimulationJournal of Social Work Education.  58:759-767. 2022
    2022 Rapid Cycle Deliberate Practice: Application to Adult Advanced Life SupportMedEdPORTAL.  18:11269. 2022
    2021 Healthcare Simulation Standards of Best PracticeTM Professional DevelopmentClinical Simulation in Nursing.  58:5-8. 2021
    2021 Interprofessional Simulation for Understanding PovertyClinical Simulation in Nursing.  52:9-16. 2021
    2021 A tribute to chad epps: A mentor, educator, leader, collaborator, and friend 2021
    2020 Faculty Reflections on Effective Strategies Utilized to Implement Simulation-Enhanced IPE for Future Health Care ProvidersClinical Simulation in Nursing.  46:22-29. 2020
    2019 Effect of interprofessional (IP) faculty development on perceptions of IP collaboration and on IP behaviorsJournal of Interprofessional Care.  33:809-811. 2019
    2019 Students' Evaluations of Simulations in Dentistry: A Multiple Cohort Study at a U.S. Dental SchoolJournal of Dental Education.  83:1142-1150. 2019
    2019 A Simulation Course Focusing on Forensic Evidence Collection Improves Pediatric Knowledge and Standardizes Curriculum for Child AbuseSouthern Medical Journal.  112:487-490. 2019
    2018 Simulation Faculty Development: Continuing the Dialogue 2018
    2018 Exploring Hidden Curricula in an Interprofessional Intensive Care Unit SimulationClinical Simulation in Nursing.  22:22-25. 2018
    2018 Learning About Poverty Through Simulation: A Pilot EvaluationJournal of Social Work Education.  54:517-531. 2018
    2018 Comparison of recidivism rates for a teenage trauma prevention program after the addition of high-fidelity patient simulationTraffic Injury Prevention.  19:225-229. 2018
    2017 Effectiveness of standardized patient simulations in teaching clinical communication skills to dental studentsJournal of Dental Education.  81:1179-1186. 2017
    2017 Workload of Team Leaders and Team Members during a Simulated Sepsis ScenarioPediatric Critical Care Medicine.  18:e423-e427. 2017
    2017 Causes for pauses during simulated pediatric cardiac arrestPediatric Critical Care Medicine.  18:e311-e317. 2017
    2017 Simulation Faculty Development: A Tiered Approach 2017
    2015 Utilizing High-Fidelity Simulation to Teach Pediatric Residents Clinical Nutrition: A Curricular Change Guided by a Needs AssessmentICAN: Infant, Child, and Adolescent Nutrition.  7:367-374. 2015
    2015 Simulation and Faculty DevelopmentSurgical Clinics of North America.  95:729-737. 2015
    2015 Improving cardiopulmonary resuscitation with a CPR feedback device and refresher simulations (CPR cares study) a randomized clinical trialJAMA Pediatrics.  169:137-144. 2015
    2015 Perception of CPR quality: Influence of CPR feedback, Just-in-Time CPR training and provider roleResuscitation.  87:44-50. 2015
    2015 Variability in quality of chest compressions provided during simulated cardiac arrest across nine pediatric institutionsResuscitation.  97:13-19. 2015
    2014 Repeated versus varied case selection in pediatric resident simulation.Journal of graduate medical education.  6:275-279. 2014
    2014 A novel iterative-learner simulation model: fellows as teachers.Journal of graduate medical education.  6:127-132. 2014
    2014 Interprofessional simulation training improves knowledge and teamwork in nursing and medical students during internal medicine clerkshipJournal of Hospital Medicine.  9:189-192. 2014
    2014 Performance of anesthesia residents during a simulated prone ventricular fibrillation arrest in an anesthetized pediatric patient 2014
    2013 Ventilator caregiver education through the use of high-fidelity pediatric simulators: A pilot studyClinical Pediatrics.  52:1038-1043. 2013
    2013 High-Fidelity Simulation Enhances Learning During a Third Year Medical Student Pediatric ClerkshipMedical Science Educator.  23:313-320. 2013
    2013 Utilizing high-fidelity crucial conversation simulation in genetic counseling trainingAmerican Journal of Medical Genetics Part A.  161:1273-1277. 2013


    Year Title Altmetric
    2016 Standardized Patients 2016
    2014 Institutional review board 2014
    2014 Research in healthcare simulation 2014

    Education And Training

  • Doctor of Philosophy, University of South Alabama 2009
  • Full Name

  • Dawn Taylor Peterson