• J Galland, S Abbara, B Terrier, M Samson, A Tesnières, J P Fournier, and M Braun.
• Département de médecine interne et d'immunologie clinique, CHRU de Nancy-Brabois, bâtiment Philippe-Canton, rue du Morvan, 54511 Vandœuvre-les-Nancy, France; Faculté de médecine de Nancy, centre universitaire d'enseignement par la simulation médicale, université de Lorraine, Nancy, France. Electronic address: jorisgalland@icloud.com.
• Rev Med Interne. 2018 Jun 1; 39 (6): 414-420.

AbstractSimulation-based learning (SBL) is developing rapidly in France and the question of its use in the teaching of internal medicine (IM) is essential. While HAS encourages its integration into medical education, French Young Internists (AJI) set up a working group to reflect on the added-value of this tool in our specialty. Different sorts of SBL exist: human, synthetic and electronic. It enables student to acquire and evaluate technical skills (strengths, invasive procedures, etc.) and non-technical skills (relational, reasoning…). The debriefing that follows the simulation session is an essential time in pedagogical terms. It enables the acquisition of knowledge by encouraging the students' reflection to reshape their reasoning patterns by self-correcting. IM interns are supportive of its use. The simulation would allow young internists to acquire skills specific to our specialty such as certain gestures, complex consulting management, the synthesis of difficult clinical cases. SBL remains confronted with human and financial cost issues. The budgets allocated to the development and maintenance of simulation centres are uneven, making the supply of training unequal on the territory. Simulation sessions are time-consuming and require teacher training. Are faculties ready to train and invest their time in simulation, even though the studies do not allow us to conclude on its pedagogical validity?Copyright © 2018 Société Nationale Française de Médecine Interne (SNFMI). Published by Elsevier SAS. All rights reserved.

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