Simulation technology in training students, residents and faculty

Current Opinion in Anaesthesiology

Volumn 18, Issue 2, 2005, Pages 199-203

  Morgan, Pamela J ^a,b   Cleave Hogg, Doreen ^a  

^a UNIVERSITY OF TORONTO   (Canada)

^b SUNNYBROOK RESEARCH INSTITUTE   (Canada)

Author keywords

Assessment; Education; High fidelity simulation; Patient safety

Indexed keywords

CONTINUING EDUCATION; EMERGENCY MEDICINE; INTENSIVE CARE; MEDICAL EDUCATION; PRIORITY JOURNAL; RESIDENCY EDUCATION; REVIEW; SAFETY; SIMULATION;

EID: 17144418128     PISSN: 09527907     EISSN: None     Source Type: Journal    
DOI: 10.1097/01.aco.0000162841.02087.5c     Document Type: Review

References (23)

1. Morgan P, Cleave-Hogg D. A worldwide survey of the use of simulation in anesthesia. Can J Anesth 2002; 49:659-662.
2. Candler C, Andrews D. Technology in medical education: how the OU College of Medicine has used technology to enhance the medical education experience. J Oklahoma State Med Assoc 2004; 97:8-10.
3. Seropian M, Brown K, Gavilanes J, Driggers B. Simulation: not just a manikin. J Nurs Educ 2004; 43:164-169.
4. Rauen C. Simulation as a teaching strategy for nursing education and orientation in cardiac surgery. Crit Care Nurse 2004; 24:46-51. A description of how simulation is used for the education of cardiac and critical care nurses.
5. Grenvik A, Schaefer J, DeVita M, Rogers P. New aspects on critical care medicine training. Curr Opin Crit Care 2004; 10:233-237. This paper outlines the uses of simulation in a university setting.
6. McIvor W. Experience with medical student simulation education. Crit Care Med 2004; 32(2 Suppl.):S66-S69.
7. Via D, Kyle R, Trask J, Shields C, Mongan P. Using high-fidelity patient simulation and an advanced distance education network to teach pharmacology to second-year medical students. J Clin Anesth 2004; 16:144-151. This paper describes how HFS was used for advanced distance education.
8. Morgan P, Cleave-Hogg D, DeSousa S, Tarshis J, High-fidelity patient simulation: validation of performance checklists. Br J Anaesth 2004; 92: 388-392. This paper reports on the validity and reliability of simulation-based undergraduate performance assessments, which can provide a template for assessments of performance in postgraduate and continuing medical education.
9. Weller J. Simulation in undergraduate medical education: bridging the gap between theory and practice. Med Educ 2004; 38:32-38. The authors describe the feedback from undergraduates who received simulation education.
10. Schijven M, Jakimowicz J, Carter F. How to select aspirant laparoscopic surgical trainees: establishing concurrent validity comparing Xitact LS500 index performance scores with standardized psychomotor aptitude test battery scores. J Surg Res 2004; 121:112-119. An interesting study looking at the use of laparoscopic simulation to determine the adequacy of technical skills of aspiring surgical residents. Scores on a simulated laparoscopic simulator were compared with various psychological tests to determine concurrent validity.
11. Crawford S, Colt H. Virtual reality and written assessments are of potential value to determine knowledge and skill in flexible bronchoscopy. Respiration 2004; 71:269-275. This paper demonstrates how flexible bronchoscopy simulation can be used to determine knowledge and skill in flexible bronchoscopy.
12. Blum M, Powers T, Sundaresan S. Bronchoscopy simulator effectively prepares junior residents to competently perform basic clinical bronchoscopy. Ann Thorac Surg 2004; 78:287-291. Another study demonstrating the usefulness of part-task simulation.
13. Gisondi M, Smith-Coggins R, Harter P, et al. Assessment of professionalism using high-fidelity simulation of ethical dilemmas. Acad Emerg Med 2004; 11:931-937. This paper outlines another innovative use of simulation.
14. Fiedor M. Pediatric simulation: a valuable tool for pediatric medical education. Crit Care Med 2004; 32(2 Suppl.):S72-S74.
15. Tsai T-C, Harasym P, Nijssen-Jordan C, et al. The quality of a simulation examination using a high-fidelity child manikin. Med Educ 2003; 37(Suppl. 1): 72-78.
16. Weller J, Bloch M, Young S, et al. Evaluation of high fidelity patient simulator in assessment of performance of anaesthetists. Br J Anaesth 2003; 90:43-47.
17. Blum R, Raemer D, Carroll J, et al. Crisis resource management training for an anaesthesia faculty: a new approach to continuing education. Med Educ 2004; 38:45-55. Self-reported evidence of improvement in crisis management up to one year after crisis resource management training in the simulator.
18. Flanagan B, Nestel D, Joseph M. Making patient safety the focus: crisis resource management in the undergraduate curriculum. Med Educ 2004; 38:56-66. This paper describes a crisis resource management course for medical students and practising anesthetists and the positive feedback received from participants.
19. Glavin R, Maran N. Integrating human factors into the medical curriculum. Med Educ 2003; 37(Suppl. 1):59-64.
20. Patow C. Improving patient safety through simulation technology. AHIP Cover 2004; 45:74-77. A description of how virtual reality simulation can be used to improve patient safety.
21. van Meurs W, Sa Couto P, Sa Couto C, et al. Development of foetal and neonatal simulators at the University of Porto. Med Educ 2003; 37(Suppl. 1): 29-33.
22. Ziv A, Wolpe P, Small S, Glick S. Simulation-based medical education: an ethical imperative. Acad Med 2003; 78:783-788.
23. Taekman J, Hobbs G, Barber L, et al. Preliminary report on the use of high-fidelity simulation in the training of study coordinators conducting a clinical research protocol. Anesth Analg 2004; 99:521 -527. An interesting use of simulation is outlined in this study. The simulator was used to have research teams practice their clinical trial protocol, which could improve the conduct of a clinical trial or could be used before the protocol is in place to elucidate potential problems in the conduct of the actual trial.