2004
DOI: 10.1136/qhc.13.suppl_1.i11
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A brief history of the development of mannequin simulators for clinical education and training

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Cited by 176 publications
(223 citation statements)
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“…It has remained primarily intuitive rather than established by evidence of improved training outcomes (Cooper and Taqueti 2004;Gaba and DeAnda 1988;Issenberg et al 2005). Simulators appear to be ''educationally effective'' in terms of providing feedback and repetitive practice as key features (Issenberg et al 2005) but whether this alone is sufficient for curricular integration of simulator-based education is still unclear.…”
Section: Introductionmentioning
confidence: 97%
“…It has remained primarily intuitive rather than established by evidence of improved training outcomes (Cooper and Taqueti 2004;Gaba and DeAnda 1988;Issenberg et al 2005). Simulators appear to be ''educationally effective'' in terms of providing feedback and repetitive practice as key features (Issenberg et al 2005) but whether this alone is sufficient for curricular integration of simulator-based education is still unclear.…”
Section: Introductionmentioning
confidence: 97%
“…One reason is that the low fidelity of most simulations restrains trainees from transferring their lab skills to the clinical setting [29]. In other words, the designed surgical tasks used by simulations are far from satisfactory in representing surgical reality.…”
Section: Discussionmentioning
confidence: 99%
“…A part-task trainer is a valuable delivery method of SBT that simulates a specific subset of a desired skill (e.g., Cooper & Taqueti, 2008), such as making one surgical incision or building one component of a vehicle. Part task trainers are typically embedded into a larger program of instruction, but can also be utilized after training as practice and for sustaining skill proficiency.…”
Section: Part-task Trainersmentioning
confidence: 99%