Best practice & research. Clinical anaesthesiology
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About 10 years ago, the first human patient simulators were introduced to intensive care units (ICUs). Since then, there has been a rapid development of both technical and non-technical aspects in medical education. ⋯ Furthermore, a practical example describes how a simulation curriculum can be designed, which challenges might need to be faced and which steps need to be taken to make the most out of the training. Human patient simulation is an effective tool in the education of health-care professionals and will surely become an important part in the training of ICU physicians as well.
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Best Pract Res Clin Anaesthesiol · Mar 2015
ReviewThe matter of 'fidelity': Keep it simple or complex?
Simulation often relies on a case-based learning approach and is used as a teaching tool for a variety of audiences. The knowledge transmission goes beyond the mere exchange of soft skills and practical abilities, including practical knowledge and decision-making behaviour as well. As it seems, simulation requirements largely depend on the skills, abilities or competences to be conveyed. ⋯ For simulation-based learning, learning outcomes depend not only on knowledge, practical skills and motivational variables, but also on the onset of negative emotions, perception of own ability and personality profile. 'Simulation' training alone does not appear to guarantee learning success. Rather, it seems necessary to establish a simulation setting suitable for the education level, needs and personality characteristics of the students. Thus, it is fair to conclude that there is no evidence correlating the realism of a simulation scenario with the learning success of students.
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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.
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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.
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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.