Simulation in Medical Education: A Review

Lane, J. Lindsey; Slavin, Stuart; Ziv, Amitai

doi:10.1177/104687810103200302

Cited by 140 publications

(106 citation statements)

References 67 publications

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“…Simulation allows students to develop competency in areas that may not be available consistently during advanced professional practice experiences (APPEs). 5 It allows students to become more comfortable during difficult situations like dealing with angry patients, giving bad health news to patients, or asking patients personal questions. Interprofessional teams working together in simulated environments can learn about each other's scopes of practice and how to share information as they provide care for their patients.…”

Section: Introductionmentioning

confidence: 99%

Human Simulators and Standardized Patients to Teach Difficult Conversations to Interprofessional Health Care Teams

Marken¹,

Zimmerman²,

Kennedy³

et al. 2010

American Journal of Pharmaceutical Education

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Objective. To design and implement a demonstration project to teach interprofessional teams how to recognize and engage in difficult conversations with patients. Design. Interdisciplinary teams consisting of pharmacy students and residents, student nurses, and medical residents responded to preliminary questions regarding difficult conversations, listened to a brief discussion on difficult conversations; formed ad hoc teams and interacted with a standardized patient (mother) and a human simulator (child), discussing the infant's health issues, intimate partner violence, and suicidal thinking; and underwent debriefing. Assessment. Participants evaluated the learning methods positively and a majority demonstrated knowledge gains. The project team also learned lessons that will help better design future programs, including an emphasis on simulations over lecture and the importance of debriefing on student learning. Drawbacks included the major time commitment for design and implementation, sustainability, and the lack of resources to replicate the program for all students. Conclusion. Simulation is an effective technique to teach interprofessional teams how to engage in difficult conversations with patients.Keywords: simulation, standardized patients, interprofessional teams, communication INTRODUCTIONGraduates from health professional schools are expected to have competencies well beyond knowledge of drugs and diseases. A 2003 Institute of Medicine (IOM) report highlighted the need for health professional students to be educated to deliver patient-centered care, employ evidence-based practice, apply quality improvements, use informatics and practice in interdisciplinary teams as a way to improve patient safety.1 The 2007 Accreditation Council for Pharmacy Education (APCE) Accreditation Standards and Guidelines for the Professional Program in Pharmacy aligned the IOM report recommendations in terms of changes for pharmacy education. Specifically, the ACPE Standards state that graduates must be competent to deliver patient-centered care and to communicate and collaborate with patients, their caregivers, physicians, nurses, and other health care providers. Additionally, the Standards highlight the importance of students developing critical-thinking and problem-solving skills.The Pharmaceutical Care section of the 2007 Center for the Advancement of Pharmaceutical Education (CAPE) Guidelines includes educational outcomes related to communication with patients, caregivers, and other health professionals. Specifically, the CAPE Guidelines state that students should develop competency in fostering collaborative relationships that embodies teambased care, demonstrates a caring and respectful attitude, and communicates information in a way that patients and healthcare professionals understand in order to communicate ''clearly, accurately, compassionately, confidently, and persuasively. '' 3 The ACPE Standards encourage working with actual or simulated patients and health care professionals whenever possible during the ins...

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Section: Introductionmentioning

confidence: 99%

Human Simulators and Standardized Patients to Teach Difficult Conversations to Interprofessional Health Care Teams

Marken¹,

Zimmerman²,

Kennedy³

et al. 2010

American Journal of Pharmaceutical Education

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“…Lane et al [118] and Maran et al [17], on the other hand, included all medical simulators in their reviews. We have restricted our review to simulators related to anaesthesia.…”

Section: Discussionmentioning

confidence: 99%

Simulators for use in anaesthesia

Cumin

Merry

2007

Anaesthesia

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SummaryThere are many simulators available for use in anaesthetic-related education and research. Those who wish to purchase a simulator or to establish a simulation facility face a daunting task in understanding the differences between simulators. Recent reviews have focused on narrower areas of simulation, such as airway management or basic life support, or on the application of simulators. It would be difficult to deal in detail with every simulator ever made for anaesthesia, but in the present review we cover the spectrum of currently available anaesthetic simulators, provide an overview of different types of simulator, and discuss a selection of simulators of particular interest, including some of historical significance and some examples of 'home made' simulators. We have found no common terminology amongst authors for describing or classifying simulators, and propose a framework for describing (or classifying) them that is simple, clear and applicable to any simulator.

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“…Simülasyon uygulamalar , t pk SH'lar gibi hekimlik ve hem irelik okullar nda verilmekte olan beceri e itimlerinde s kl kla kullan lmaktad r (23)(24)(25)(26)(27). Simülasyon, hastalar n gerçek hastalar n güçlü birer taklidi olmalar kadar, uygulaman n gerçekle tirildi i mekân n özel-liklerinin de gerçek ya amdakine yak n olmas anlam na gelmektedir.…”

Section: Alg Lanan Anl K Etki (Madde 19-22)unclassified

Ankara Üniversitesi Tıp Fakültesi Öğrencilerinin “Uygulamalı Aydınlatılmış Onam Alma Becerisi (UAOAB)” Eğitim Programı ile ilgili Görüşleri: 2010-2014 Yıllarını Kapsayan Bir Anket Çalışması

YALIM¹

2014

Ankara Üniversitesi Tıp Fakültesi Mecmuası

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Amaç: Ankara Üniversitesi T p Fakültesi Dönem-3 ö rencilerine yönelik olarak geli tirilen ve 2004'den beri sürdürülmekte olan "Uygulamal Ayd nlat lm Onam Alma Becerisi (UAOAB)" e itim program y llar içinde özellikle 2012 y l sonras nda olmak üzere baz yap sal de i ikliklere u ram t r. Bu çal ma, ö rencilerin program hakk ndaki dü üncelerinin, bu de i ikliklere paralel olarak zaman içinde farkl l k gösterip göster-medi ini ortaya koymak amac yla tasarlanm t r.Gereç ve Yöntem: 2010-14 y llar aras nda UAOAB e itimi kapsam nda gerçekle tirilen uygulama oturumlar na kat lan ö rencilerden, ilgili e itim çal mas na ili kin bir de erlendirme anketi doldurmalar istenmi tir. Elde edilen veriler istatistiksel olarak analiz edilmi ve ula lan bulgular yorumlanm t r. Bulgular: Ö rencilerin büyük bölümü "ayd nlat lm onam" konusunu mesleki ya amlar aç s ndan önemli bulmakta ancak konu ile ilgili bilgi ve becerilerinin yeterli olmad n dü ünmektedir. Ö renciler, genel olarak UAOAB e itiminden memnundurlar (ort. %81,3). Program n mesleki sorumluluk kazand rma ve iletiim becerilerinin ö retilmesi aç s ndan etkili oldu unu dü ünen ö rencilerin oran 2012-14 y llar aras nda önceki y llara göre anlaml olarak daha fazlad r. Sonuç: Ö renciler, "ayd nlat lm onam" ve ilgili konular hakk nda bilgi ve beceri kazanmaya gereksinim duymaktad rlar. Ö rencilerin UAOAB e itim program hakk ndaki olumlu kan lara sahip olmas , program n geli tirilerek sürdürülmesi yönündeki çabalar destekleyici bir bulgudur. Zaman içindeki de i imi gösteren sonuçlar, standardize hastalar ve simülasyon tekniklerinin etkin kullan m n n program daha etkili k ld n dü ündürmektedir.Anahtar Sözcükler: Ayd nlat lm onam, beceri e itimi, standardize hasta, simülasyon teknikleri, ileti im becerileri Aim: Applied education program on "Obtaining Informed Consent Skill (UAOAB)", which was developed for Ankara University Faculty of Medicine Grade-3 students and has been continuing since 2004, underwent some structural changes over the years especially after 2012. This study was designed to reveal whether students' thoughts on the program differ parallel to these changes through time.Material and Method: Students who attended practice sessions as a part of the UAOAB education between the years of 2010-14 were asked to fill out an evaluation questionnaire about this education study. The data collected were statistically analyzed and findings were interpreted.Findings: The great majority of the students consider "informed consent" an important issue with respect to their professional lives; however, they think that their knowledge and skills are insufficient. They are generally satisfied with the UAOAB education (mean 81.3%). The ratio of students, who think that the program is efficient in terms of professional responsibility acquisition and teaching communication skills, is significantly higher between the years of 2012-14 than previous years.Results: Students are in need of acquiring knowledge and skills about "informed consent" and related issues. The finding that students have p...

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Simulation in Medical Education: A Review

Cited by 140 publications

References 67 publications

Human Simulators and Standardized Patients to Teach Difficult Conversations to Interprofessional Health Care Teams

Human Simulators and Standardized Patients to Teach Difficult Conversations to Interprofessional Health Care Teams

Simulators for use in anaesthesia

Ankara Üniversitesi Tıp Fakültesi Öğrencilerinin “Uygulamalı Aydınlatılmış Onam Alma Becerisi (UAOAB)” Eğitim Programı ile ilgili Görüşleri: 2010-2014 Yıllarını Kapsayan Bir Anket Çalışması

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