Best practice & research. Clinical anaesthesiology
-
Simulation has become a major player in the medical world. Still way behind other high-risk industries, simulation is being increasingly accepted and finds its ways into many clinical areas. Simulation offers the possibility to train individual skills as well as to evaluate performance, provide group crisis management training or even investigate the safety of installed systems and algorithms without risking patient's life. ⋯ Simulators can be used to improve communication skills and workload distribution, and specifically drill for obstetric-relevant crisis scenarios. However, it remains unclear how well these trainings do transfer into clinical performance and improved patient outcome. Being a relevant cost factor, simulation will have to provide answers to these questions; hence, more research is needed in the future.
-
With the increased use of simulation to teach the knowledge and skills demanded of clinical practice, toward the achievement of optimal patient care outcomes, it becomes increasingly important that clinician educators have fundamental knowledge about educational science and its applications to teaching and learning. As the foremost goal of teaching is to facilitate learning, it is essential that the simulation experience be oriented to the learning process. In order for this to occur, is it necessary for the clinician educator to understand the fundamentals of educational science and theories of education such that they can apply them to teaching and learning in an environment focused on medical simulation. Underscoring the rationale for the fundamentals of educational science to be applied to the simulation environment, and to work in tandem with simulation, is the importance that accurate and appropriate information is retained and applied toward establishing competence in essential practice-based skills and procedures.
-
Best Pract Res Clin Anaesthesiol · Mar 2015
ReviewInstitutional needs and faculty development for simulation.
This review focuses on simulation in anaesthesiology as an educational intervention from a learning perspective. Simulation-based education in anaesthesiology has implications for both faculty development and institutional needs. ⋯ The corresponding factor concerning faculty development in simulation-based education is feedback. These three factors are closely interrelated, and to understand them and how to design high-quality simulation interventions from a learning perspective, it is important to look not only to the simulation literature but also to the pedagogical literature.
-
Emergency medicine has been a stronghold of simulation-based training ever since high-fidelity simulators became available. The preclinical setting differs remarkably from any in-hospital environment in both available technology and resources, and thus stress levels of the health-care professionals involved in patient care – ideal factors for the simulation-based teaching approach. This review reports on the current status of the method for teaching preclinical scenarios from an educational and practical perspective. Particular attention is given to contents, formats, and evaluation of success.
-
Best Pract Res Clin Anaesthesiol · Mar 2015
ReviewFirst of all: Do not harm! Use of simulation for the training of regional anaesthesia techniques: Which skills can be trained without the patient as substitute for a mannequin.
Character of clinical skills training is always influenced by technical improvement and cultural changes. Over the last years, two trends have changed the way of traditional apprenticeship-style training in regional anaesthesia: firstly, the development in ultrasound-guided regional anaesthesia, and secondly, the reduced acceptance of using patients as mannequins for invasive techniques. Against this background, simulation techniques are explored, ranging from simple low-fidelity part-task training models to train skills in needle application, to highly sophisticated virtual reality models – the full range is covered. ⋯ The task in clinical practice will be in choosing the right level of sophistication for the desired approach and trainee level. However, the transfer of simulated skills to clinical practice has not been evaluated. It has to be proven whether simulation-trained skills could, as a last consequence, reduce the risk to patients.