Emergency Medicine Simulation: A Resident's Perspective

Effect of simulated emergency skills training and assessments on the competence and confidence of medical students

“…The drawbacks of an apprenticeship methodology of skills acquisition (where learning is left to chance and is unobserved by teachers) can, however, be overcome by structured and observed training in skills centres. [2] Growing evidence validating medical simulation as an educational tool has promoted its use beyond the instruction of physicians-in-training, [3] and skills centres have become an established part of training for healthcare professionals. Clinical skills centres provide students with the opportunity to practise clinical techniques on manikins and simulators in a safe environment, without affecting the quality of patient care.…”

Anaesthesia and Intensive Care Residents’ Perception of Simulation Training in Four Romanian Centres

“…Regarding the frequency of the simulation sessions during an academic year, 68% of responders considered the optimal interval for simulation session was once a month or every three months ( Figure 4 ). Forty-eight percent of senior residents felt once a month the most appropriate time for simulation session compared to junior residents.…”

“…Traditionally, anaesthesia and intensive care residency training consisted of oral lectures and presentations, case presentations and performing procedures on patients under supervision. However, simulation presents a more efficient training tool for acquiring the necessary skills to perform invasive procedures and nontechnical skills; such as team working, situation awareness, decision making, and task management [ 4 , 6 ]. Simulation allows educators to create training exercises in an environment that reduces patient safety concerns and permits repetitive practice [ 1 , 4 , 6 ].…”

“…It allows skills to be practised and to be repeated at any time during training progress as well as postgraduate courses. Unlike traditional lectures, medical simulation provides a means to assess knowledge, skills, and communication capabilities and integrate these into a clinical context [ 4 , 5 ].…”

“…Simulation-based medical education has grown significantly worldwide and is now an important part of many anaesthesia training programs [ 6 , 7 , 8 , 9 ]. However, residents’ perception of simulation programs has been evaluated in only a few reported studies [ 4 , 10 , 11 ].…”