• W Armbruster, D Kubulus, T Schlechtriemen, J Adler, M Höhn, D Schmidt, S Duchêne, P Steiner, T Volk, and M Wrobel.
• Klinik für Anästhesiologie, Intensivmedizin und Schmerztherapie, Universitätsklinikums des Saarlandes, Gebäude 57, Kirrberger Str., 66421, Homburg/Saar, Deutschland, Werner.Armbruster@uniklinikum-saarland.de.
• Anaesthesist. 2014 Sep 1; 63 (8-9): 691-6.

BackgroundPrehospital emergency medicine is a challenge for trainee emergency physicians. Rare injuries and diseases as well as patients in extreme age groups can unexpectedly face emergency physicians. In the regulations on medical education the German Medical Association requires participation in 50 emergency missions under the supervision of an experienced emergency physician. This needs to be improved because on-the-job training does not generally represent the whole spectrum of emergency medicine and a good and structured training under on call conditions is nearly impossible.AimThe subject of the model project described was whether practical training for emergency physicians can be achieved by participation in simulation training instead of real emergency situations.Material And MethodsAfter modification of the Saarland regulations on medical education it was possible to replace up to 25 participations in emergency missions by simulation training. The concept of the course NASimSaar25 requires participants to complete 25 simulator cases in 3 days in small training groups. Emergency situations from all medical disciplines need to be treated. A special focus is on the treatment of life-threatening and rare diseases and injuries. Modern simulators and actors are used. The debriefings are conducted by experienced tutors based on approved principles. Medical contents, learning targets from the field of crew resource management (CRM) and soft skills are discussed in these debriefings.ResultsEducation in the field of emergency medicine can be improved by simulator-based learning and training. However, practical work under a tutor in real and clinical experience cannot be completely replaced by simulation. Simulator training can only be successful if theoretical knowledge has already been acquired.ConclusionA simulator-based course concept can result in an improvement of emergency medical education. The model project NASimSaar25 was well received by the target audience and mostly very well evaluated in terms of learning and reality. If this project becomes established the demand on simulation-based training will increase. The training should achieve a consistent standard of quality.

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