The Surgical clinics of North America
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Surg. Clin. North Am. · Aug 2015
ReviewThe Evolving Role of Simulation in Teaching Surgery in Undergraduate Medical Education.
Simulation-based training (SBT) over the last 10 years has become a mainstay for surgical education at the graduate medical education (GME) level. More recently, however, the technique has rapidly become the standard for early efficient teaching of surgical skills and decision making at the undergraduate medical education (UME) level. The described benefits of SBT include its ability to compartmentalize education, to combine immediate assessment and feedback, and to accelerate knowledge and skill acquisition for the young learner. Consequently, SBT is now being adopted in multiple national medical student surgical educational initiatives.
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As simulation-based training has become established within medical and health professional disciplines, skills training laboratories have become a standard in surgery training programs. In 2008, the American College of Surgeons and Association of Program Directors in Surgery developed a simulation-based surgical skills curriculum; the Residency Review Committee for Surgery of the Accreditation Council for Graduate Medical Education mandated access to skills laboratories for all surgery programs. Establishing a surgical skills laboratory and adapting the training curriculum requires a significant amount of resources. This article discusses the financial aspects of establishing a training center, from funding opportunities to budgeting considerations.
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As members of the faculty, surgeons take on a variety of roles related to the use of simulation. Surgeons will continue to interact with simulation as learners given the emerging role of simulation in continuing medical education. ⋯ Leading a simulation effort requires vision, creativity in resource management, and team leadership skills. Surgeons can use simulation to innovate in surgical patient care and in surgical education.
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Maintenance of certification (MOC) is a process through which practitioners are able to show continuing competence in their areas of expertise. Simulation plays an increasingly important role in the assessment of students and residents, as well as in the initial practice certification for health care professionals. The use of simulation as an assessment tool in MOC has been sluggish to be universally accepted. This article discusses the role of simulation in health care education, how simulation might be effectively applied in the MOC process, and the future role of simulation in the MOC process.
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Surg. Clin. North Am. · Aug 2015
ReviewApplying Educational Theory to Simulation-Based Training and Assessment in Surgery.
Considerable progress has been made regarding the range of simulator technologies and simulation formats. Similarly, results from research in human learning and behavior have facilitated the development of best practices in simulation-based training (SBT) and surgical education. Today, SBT is a common curriculum component in surgical education that can significantly complement clinical learning, performance, and patient care experiences. Beginning with important considerations for selecting appropriate forms of simulation, several relevant educational theories of learning are described.