• Rajesh Aggarwal, Oliver T Mytton, Milliard Derbrew, David Hananel, Mark Heydenburg, Barry Issenberg, Catherine MacAulay, Mary Elizabeth Mancini, Takeshi Morimoto, Nathaniel Soper, Amitai Ziv, and Richard Reznick.
• Division of Surgery, Imperial College London, London, UK. rajesh.aggarwal@imperial.ac.uk
• Qual Saf Health Care. 2010 Aug 1;19 Suppl 2:i34-43.

BackgroundSimulation-based medical education enables knowledge, skills and attitudes to be acquired for all healthcare professionals in a safe, educationally orientated and efficient manner. Procedure-based skills, communication, leadership and team working can be learnt, be measured and have the potential to be used as a mode of certification to become an independent practitioner.ResultsSimulation-based training initially began with life-like manikins and now encompasses an entire range of systems, from synthetic models through to high fidelity simulation suites. These models can also be used for training in new technologies, for the application of existing technologies to new environments and in prototype testing. The level of simulation must be appropriate to the learners' needs and can range from focused tuition to mass trauma scenarios. The development of simulation centres is a global phenomenon which should be encouraged, although the facilities should be used within appropriate curricula that are methodologically sound and cost-effective.DiscussionA review of current techniques reveals that simulation can successfully promote the competencies of medical expert, communicator and collaborator. Further work is required to develop the exact role of simulation as a training mechanism for scholarly skills, professionalism, management and health advocacy.

25 keywords...

hide…