The history of medical simulation

Rosen, Kathleen R.

doi:10.1016/j.jcrc.2007.12.004

Cited by 455 publications

(283 citation statements)

References 59 publications

Supporting

Mentioning

244

Contrasting

Unclassified

Order By: Relevance

“…15 In aviation, the first flight simulator appeared in 1928 through the work of Edwin Link. 16 The modern aviation industry has put a tremendous effort in the development of high-fidelity flight simulation and contributed to the improvement of teams training through crew resource management programs.…”

Section: Biomedical Simulation Through Timesmentioning

confidence: 99%

Biomedical Simulation: Evolution, Concepts, Challenges and Future Trends

et al. 2016

View full text Add to dashboard Cite

RESUMOA simulação biomédica é uma ferramenta educativa para a formação nas ciências da saúde, com aplicação nos vários níveis de ensino. Proporciona experiências ativas e sistemáticas de aprendizagem com o treino de conhecimentos, habilidades e atitudes, de forma segura, pedagogicamente orientada e eficiente. Neste contexto, a simulação biomédica proporciona habilidades e experiência que facilitam a transferência de competências cognitivas, psicomotoras e de comunicação, mudando assim o comportamento e atitudes, aumentando, em última instância, a segurança do doente. Para além do impacto sobre o desempenho individual e de equipa, a simulação proporciona o ambiente ideal para o estudo de falhas organizacionais e teste de melhorias nos desempenhos dos sistemas. Nas últimas décadas, a simulação na área da saúde cresceu lentamente, mas de forma constante, com um amadurecimento significativo nos últimos 10 anos. A comunidade de simulação deve continuar a liderar o estabelecimento de standards nesta área, assim como o desenvolvimento de estratégicas e políticas para assegurar a sua implementação coordenada e custo-efetiva, no aumento da segurança do doente. Este artigo apresenta os movimentos evolutivos da simulação biomédica, incluindo uma revisão das iniciativas portuguesas e programas nacionais. Para nivelar o conhecimento e padronizar a terminologia, são apresentados conceitos básicos, mas essenciais, da simulação clínica, juntamente com algumas considerações sobre avaliação, validação e fiabilidade. As seções finais discutem os desafios atuais e as iniciativas e estratégias futuras, cruciais para a integração de programas de simulação no movimento global de promoção da segurança do paciente. Palavras-chave: Competência Clínica; Educação Médica/métodos; Portugal; Segurança do Doente; Simulação por Computador; Simulação de Doente; Treino por Simulação. ABSTRACTBiomedical simulation is an effective educational complement for healthcare training, both at undergraduate and postgraduate level. It enables knowledge, skills and attitudes to be acquired in a safe, educationally orientated and efficient manner. In this context, simulation provides skills and experience that facilitate the transfer of cognitive, psychomotor and proper communication competences, thus changing behavior and attitudes, and ultimately improving patient safety. Beyond the impact on individual and team performance, simulation provides an opportunity to study organizational failures and improve system performance. Over the last decades, simulation in healthcare had a slow but steady growth, with a visible maturation in the last ten years. The simulation community must continue to provide the core leadership in developing standards. There is a need for strategies and policy development to ensure its coordinated and cost-effective implementation, applied to patient safety. This paper reviews the evolutionary movements of biomedical simulation, including a review of the Portuguese initiatives and nationwide programs. For leveling knowledge and standar...

show abstract

Section: Biomedical Simulation Through Timesmentioning

confidence: 99%

Biomedical Simulation: Evolution, Concepts, Challenges and Future Trends

et al. 2016

View full text Add to dashboard Cite

show abstract

“…In medical education, simulation can refer to a number of modalities used to re-create some component of the clinical encounter for the purposes of training or assessment, including part-task trainers, virtual reality simulators, standardized patients, virtual patients, and computerized full-body mannequins. [1][2][3][4][5] Simulation in the form of standardized patients and early full-body mannequin simulators has been described in the healthcare literature since the late 1960s. [6][7][8] However, its broader acceptance into medical education can be dated closer to the turn of the 21st century with the formation of the Association of Standardized Patients in 1991, 9 the first International Meeting on Simulation in Healthcare in 1995, 10 the establishment of the Society for Simulation in Healthcare in 2004, 10 and the publication of Simulation in Healthcare beginning in 2006.…”

Section: Résumémentioning

confidence: 99%

“…11 The growing acceptance of simulation in healthcare training has been attributed to the decreased availability and acceptance of practising skills on patients, the growth in technology, which has fuelled the development of increasingly sophisticated simulation modalities, as well as the development of a culture of safety, which has resulted in decreased tolerance for errors. 3,5,[12][13][14][15] Together, these forces have led to greater interest and expertise in the development of simulation-based training modalities to re-create teaching and assessment opportunities where practice or assessment on real patients is either not feasible or undesirable.…”

Section: Résumémentioning

confidence: 99%

“…The development of the fullbody mannequins that are currently used for training and assessment date back to the mid-1980s with the CAE-Link simulator developed at Stanford University by Gaba et al 16 and the Gainesville Anesthesia Simulator developed by Good and Gravenstein at the University of Florida in Gainesville. 5,14,17 Although the two groups had different approaches for simulation-based training, they both targeted the recognition of anesthetic critical events and their management. 5,18 Gaba's work on team training, Simulation-Based Training in Anesthesia Crisis Resource Management (ACRM), has had a marked impact on simulation-based training in anesthesia.…”

Section: Résumémentioning

confidence: 99%

“…5,14,17 Although the two groups had different approaches for simulation-based training, they both targeted the recognition of anesthetic critical events and their management. 5,18 Gaba's work on team training, Simulation-Based Training in Anesthesia Crisis Resource Management (ACRM), has had a marked impact on simulation-based training in anesthesia. Patterned after the Crew Resource Management system from the field of aviation, ACRM is currently the predominant model for training anesthesiologists and trainees to manage operative and perioperative crises.…”

Section: Résumémentioning

confidence: 99%

See 2 more Smart Citations