Best practice & research. Clinical anaesthesiology
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With the increased use of simulation to teach the knowledge and skills demanded of clinical practice, toward the achievement of optimal patient care outcomes, it becomes increasingly important that clinician educators have fundamental knowledge about educational science and its applications to teaching and learning. As the foremost goal of teaching is to facilitate learning, it is essential that the simulation experience be oriented to the learning process. In order for this to occur, is it necessary for the clinician educator to understand the fundamentals of educational science and theories of education such that they can apply them to teaching and learning in an environment focused on medical simulation. Underscoring the rationale for the fundamentals of educational science to be applied to the simulation environment, and to work in tandem with simulation, is the importance that accurate and appropriate information is retained and applied toward establishing competence in essential practice-based skills and procedures.
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Best Pract Res Clin Anaesthesiol · Mar 2015
ReviewThe matter of 'fidelity': Keep it simple or complex?
Simulation often relies on a case-based learning approach and is used as a teaching tool for a variety of audiences. The knowledge transmission goes beyond the mere exchange of soft skills and practical abilities, including practical knowledge and decision-making behaviour as well. As it seems, simulation requirements largely depend on the skills, abilities or competences to be conveyed. ⋯ For simulation-based learning, learning outcomes depend not only on knowledge, practical skills and motivational variables, but also on the onset of negative emotions, perception of own ability and personality profile. 'Simulation' training alone does not appear to guarantee learning success. Rather, it seems necessary to establish a simulation setting suitable for the education level, needs and personality characteristics of the students. Thus, it is fair to conclude that there is no evidence correlating the realism of a simulation scenario with the learning success of students.
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About 10 years ago, the first human patient simulators were introduced to intensive care units (ICUs). Since then, there has been a rapid development of both technical and non-technical aspects in medical education. ⋯ Furthermore, a practical example describes how a simulation curriculum can be designed, which challenges might need to be faced and which steps need to be taken to make the most out of the training. Human patient simulation is an effective tool in the education of health-care professionals and will surely become an important part in the training of ICU physicians as well.
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Simulation has become a significant training tool in the operating room (OR). It can be used in both simple task training and complex scenarios. The challenge for simulation in the OR is how to translate that which is learned, and perceived to beneficial, into behavioral change and improved patient outcomes. Simulation in the developing world is progressing, but is still hampered by a shortage of material, personnel funding.
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Best Pract Res Clin Anaesthesiol · Mar 2015
ReviewInstitutional needs and faculty development for simulation.
This review focuses on simulation in anaesthesiology as an educational intervention from a learning perspective. Simulation-based education in anaesthesiology has implications for both faculty development and institutional needs. ⋯ The corresponding factor concerning faculty development in simulation-based education is feedback. These three factors are closely interrelated, and to understand them and how to design high-quality simulation interventions from a learning perspective, it is important to look not only to the simulation literature but also to the pedagogical literature.