Benefits of simulation training in medical education

Abas, Tamkin; Juma, Fatema Zehra

doi:10.2147/amep.s110386

Cited by 22 publications

(25 citation statements)

References 3 publications

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“…5 This persistent issue suggests the need to revise medical curricula and include simulation-based teaching, which provides an opportunity for students to apply their knowledge before beginning clinical practice. 11 The findings of this study suggest that students involved in simulation-based training were highly satisfied overall with the sessions, finding them beneficial for practicing what they had previously theoretically learnt. These results are in accordance with a study conducted by Agha et al, in which undergraduate medical students reported that simulation-based learning is useful for improving knowledge retention and enhancing decision-making skills.…”

Section: Discussionmentioning

confidence: 72%

“…2 Medical education using simulation, therefore, might be used to train doctors who possess the confidence and skills to handle problems in reallife cases at their workplace. 11 Researchers have demonstrated that competence is directly related to confidence, and simulation-based education can be used to build confidence because it provides opportunities to practice difficult cases without fear of errors. 11,13 High-fidelity simulators were used in the MSSC to train students from two specialties; the students' satisfaction demonstrated that, when the high-fidelity simulation was facilitated in the form of small groups, it was preferred to any other laboratory experience.…”

Section: Discussionmentioning

confidence: 99%

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Outcome of Undergraduate Medical Education using Medical Simulation according to Students’ Feedback

Riaz

Jaradat

Gutierrez

et al. 2020

Sultan Qaboos Univ Med J

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Objectives: This study aimed to determine students’ overall satisfaction with clinical simulation sessions and compare the satisfaction levels of obstetrics/gynaecology (OBGYN) students (group one) and internal medicine students (group two). Methods: This study was conducted from January to June 2019 at the Arabian Gulf University, Manama, Bahrain. Students from year five were included and offered sessions that used simulations to support clinical skill development. Data were collected using a five-point Likert scale (i.e. strongly agree, agree, neutral, disagree, strongly disagree) via feedback forms. Results: A total of 150 students were included in this study (response rate: 99.07%). In groups of seven, the students attended five cycles of simulations with two sessions per cycle in each specialty over six months. The mean percentage of responses of “strongly agree” and “agree” was 97.8 ± 2.3% in group one and 95.7 ± 2.7% in group two. The satisfaction scores of group one were higher than those from group two for all statements. Significant differences were found between groups one and two in their responses to the statement of whether the simulation session was relevant to clinical practice (100% versus 92.9%; P <0.001) and whether the debriefing session was useful (98.1% versus 94.8%; P = 0.015). Conclusion: Students indicated high satisfaction after attending the simulation sessions; however, OBGYN students were more satisfied compared to those studying internal medicine.Keywords: Simulation Training; Patient Simulation; High Fidelity Simulation Training; Undergraduate Medical Education; Bahrain.

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Section: Discussionmentioning

confidence: 72%

Section: Discussionmentioning

confidence: 99%

Outcome of Undergraduate Medical Education using Medical Simulation according to Students’ Feedback

Riaz

Jaradat

Gutierrez

et al. 2020

Sultan Qaboos Univ Med J

View full text Add to dashboard Cite

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“…The growing fidelity and availability of patient simulators provides another opportunity for holistic problem-centered training that does not put patients at risk. 46,47 In addition to providing handson training for perceptual-motor skills, simulators can be used to create realistic scenarios that embed problems within the full clinical and sociomaterial complexity of the work context. Again, the construction of the simulated scenarios is critical to successful learning.…”

Section: Simulationsmentioning

confidence: 99%

Medical education should teach heuristics rather than train them away

Feufel

Flach

2019

Medical Education

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Context Ample research suggests that most decisions are based on heuristics—simple rules of thumb—that violate prescriptions of logic and probability theory and should therefore be avoided. Yet findings on decision making in everyday work contexts support the idea that heuristics are in fact the very basis of good decision making if adapted to the challenges and performance criteria of the specific work domain. Because traditional pedagogies aim at circumventing heuristics in (clinical) decision making, ways in which to improve the use of heuristics via (medical) education have rarely been explored. Objective To describe the rationale for teaching and learning proper use of heuristics, rather than stigmatising them, and to identify principles and potential implications for the design and improvement of pedagogies for training in clinical decision making. Results Based on theory and evidence concerning heuristic decision making in everyday work domains, we suggest that heuristics should not be avoided as irrational or a mere source of errors, in particular in domains where errors are unavoidable. Instead, we should teach and learn how to use heuristics to make fewer and ‘smarter’ mistakes rather than ‘dumb’ ones. Based on concepts borrowed from signal detection and control theory, we demonstrate that, to improve heuristic decision making, teaching should focus on differential diagnoses and learning from feedback and mistakes, in teams and in contextually rich settings where the frequencies, costs and trade‐offs between different types of errors (misses versus false alarms) can be experienced. We discuss three possible teaching formats and how to best implement them based on our findings. Conclusions The most promising way to train (future) physicians and other health professionals in clinical decision making is not to circumvent heuristics or correct deviations from logic and probability theory but to enhance the use of heuristics by improving perspicacity, that is, by tuning the (recognition) processes that underlie the domain‐specific adaptive selection of heuristics and management of ensuing errors.

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“…Garbayo and Stahl named medical simulation 'ethical imperative in health care' decreasing learning costs to human health and quality of life [1]. Knowledge implementation is currently perceived as the best form of individual and team skills assessment, including lifelong learning of medical professionals at the undergraduate level [2,3]. Customized 3D-printed anatomical models designed for individual and team training are regarded as very useful.…”

Section: Learning and Medical Simulationmentioning

confidence: 99%

Repository of images for reverse engineering and medical simulation purposes

Macko

Mikołajewska

Szczepański

et al. 2016

MBS

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S u m m a r y Novel technologies such as 3D printing (additive manufacturing), 3D scanning and reverse engineering may significantly improve application of the principles of medicine in current clinical practice. This paper aims at presentation of the own concept of the repository of medical images based on 3D printing and reverse engineering technology. The proposed concept of the repository can constitute a beginning of the novel family of commercial techniques needed for development and optimization of reverse engineering toward printing the fully clinically functional solutions. S t r e s z c z e n i e Nowe technologie, takie jak druk 3D, skanowanie 3D czy inżynieria odwrotna, mogą znacząco poprawić stosowanie reguł medycyny w obecnej praktyce klinicznej. Artykuł prezentuje własną koncepcję repozytorium obrazów medycznych w oparciu o technologie druku 3D i inżynierii odwrotnej. Proponowana koncepcja może stanowić początek nowej rodziny technik komercyjnych potrzebnych do rozwoju i optymalizacji inżynierii odwrotnej w kierunku drukowanie rozwiązań w pełni funkcjonalnych klinicznie.

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Benefits of simulation training in medical education

Cited by 22 publications

References 3 publications

Outcome of Undergraduate Medical Education using Medical Simulation according to Students’ Feedback

Outcome of Undergraduate Medical Education using Medical Simulation according to Students’ Feedback

Medical education should teach heuristics rather than train them away

Repository of images for reverse engineering and medical simulation purposes

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