Simulation in Emergency Medicine Training

Abstract

Simulation provides a range of educational tools that have increasingly been incorporated into emergency medicine (EM) curricula. Standardized patients and some partial task trainers, such as intubation heads, have been used for decades. More recently, a growing number of computer-screen simulations, high-fidelity mannequins, and virtualreality simulators have expanded the number of procedures and conditions, which can be effectively simulated.The Accreditation Council for Graduate Medical Education transitioned to a competency-based assessment of residency programs in 2001 and included simulation as a method for incorporating the 6 core competencies into graduate medical education curricula. Over the past decade, numerous peer-reviewed publications have promoted simulation as an effective educational tool for each of the core competencies.The advanced technology used to operate many current simulators can erroneously become the focus of efforts to create a simulation-based curriculum. Simulation can most effectively be incorporated into EM curricula through the use of time-proven concepts, which start with defining the targeted learners, assessing their general and specific educational needs, defining learning objectives, and selecting the best educational strategy for achieving each objective. In many, but not all, instances, simulation can be the best tool for achieving EM learning objectives. TARGET AUDIENCEThis CME activity is intended for medical professionals with an interest in emergency medicine education. It is particularly directed toward those health care educators involved in creating and presenting emergency medicine curricula to residents, medical students, nurses, and workers from other disciplines that comprise the emergency department health care team. LEARNING OBJECTIVESAfter completion of this article, the reader should be able to:1. Illustrate the role of simulation in emergency medicine training programs. 2. Categorize the different modes of simulation and explain the types of learning objectives best supported by each model. 3. Select where simulation-based sessions can be incorporated into an existing emergency medicine curriculum to improve satisfaction and educational outcomes. CME REVIEW ARTICLE