• A Schaumberg, T Schröder, and M Sander.
• Klinik für Anästhesiologie und Operative Intensivmedizin, Universitätsklinikum Gießen und Marburg GmbH Standort Gießen, Rudolf-Buchheim-Str. 7, 35392, Gießen, Deutschland. alin.schaumberg@chiru.med.uni-giessen.de.
• Anaesthesist. 2017 Mar 1; 66 (3): 189-194.

AbstractSimulation assumes a growing importance in the field of emergency medical education. Many rescue service schools work with simulators or even have their own simulation center. Classic resuscitation training in the classroom is increasingly being replaced by realistic case scenarios. But simulators themselves do not train! Using a simulator in emergency medical training does not necessarily mean achieving sustained learning success among the participants. Depending on the skills, abilities or competences being taught, there seems to be different requirements for simulation. However, there is no scientific evidence about how strong learners should be stressed in order to achieve the best learning effect. However, it can be stated that for training purely technical skills, simulators that represent the anatomical or physiological reality as accurately as possible should be used. If soft skills, practical knowledge and decision-making are the learning objectives, a scenario with extremly realistic conditions needs to be embedded. Mid-fidelity simulators seem to be able to cover the widest range of imparting skills for emergency medical training. No matter what simulator is used, the following applies: The selected scenario must be realistic and the simulation as well as technical capabilities of the simulator must be coordinated. A well-presented scenario with a well-trained teacher using a simple resuscitation doll appears to be better than a highly complex, however unrealistic, amateur simulation scenario for successful learning.

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