Seminars in cardiothoracic and vascular anesthesia
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Semin Cardiothorac Vasc Anesth · Dec 2005
ReviewSimulation in cardiothoracic and vascular anesthesia education: tool or toy?
The use of simulators in cardiothoracic and vascular anesthesia runs the gamut from standardized patients and part-task trainers to full-scale high-fidelity human patient simulators. The use of simulation to teach medical students, anesthesiology residents, board-certified anesthesiologists with subspecialty interests, hospital administrators, attorneys, and the lay public is still evolving as educational research evaluates the use of simulation and health professional educators struggle to define its role and value. This article provides a general overview of the field and attempts to critically evaluate what is and what is not scientifically determined about simulation and simulators.
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Semin Cardiothorac Vasc Anesth · Dec 2005
ReviewSimulation devices in cardiothoracic and vascular anesthesia.
The subspecialty of cardiothoracic and vascular anesthesia is becoming increasingly complex. Trainees must learn to manage difficult cases and be skilled in performing a variety of procedures. With work hour limitations and societal pressures working to reduce learning and practice opportunities for trainees, new training modalities must be utilized. ⋯ They vary from the simple to the complex and from inexpensive homemade wooden devices to high-end computer-controlled virtual reality simulators. Although not all these simulators have been validated as to their educational efficacy, they offer a new avenue to improve training efficacy and efficiency. More research needs to be done to validate these devices and assess their role in anesthesia training.
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Semin Cardiothorac Vasc Anesth · Dec 2005
ReviewUsing cardiovascular and pulmonary simulation to teach undergraduate medical students: cases from two schools.
Simulation is becoming more widespread in undergraduate medical education, expanding well beyond its original application to anesthesiology. This heightened interest in simulation is being driven by advances in learning theory as well as technology developments. However, introducing simulation into a medical education curriculum presents significant challenges. ⋯ Both are state schools with similar enrollments; however, their approaches to developing and maintaining a simulation program differ. Regardless of these differences, both institutions have developed a variety of applications within the curriculum. The cases and applications that they have developed should be applicable to many medical schools.
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Semin Cardiothorac Vasc Anesth · Dec 2005
ReviewSimulation in cardiology and cardiothoracic and vascular surgery.
Cardiologists and cardiac surgeons are rapidly embracing the use of realistic patient simulators and virtual reality devices to allow mastery of complex techniques, planning of complicated procedures, crisis management of infrequently seen diseases and complications, and development of medical team work. Simulation can certainly be used for these purposes in surgical education but provides only the ;;tip of the iceberg'' of the knowledge needed by the competent cardiothoracic, vascular, or general surgeon. Is simulation really the way to learn how to perform actual surgical procedures? This review will describe available surgical simulation technology, and define some of the problems to be solved for validation and general acceptance.
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Semin Cardiothorac Vasc Anesth · Dec 2005
ReviewSimulation-based education for cardiac, thoracic, and vascular anesthesiology.
Simulation has been used for medical teaching and testing for at least four decades in some form, such as that used for cardiopulmonary resuscitation training; however, new technology applied to medical and procedural training has recently led to a marked increase in the use of simulation-based instruction. Educational theory has further supported simulation for medical education and procedural training. ⋯ This review describes some of the current simulation-based education techniques related to cardiovascular and thoracic anesthesiology. Additional discussion covers some of the applicable educational theory and the expected future uses of simulation modalities in healthcare education, testing, and practice.