Cost-Effective Extracorporeal Membrane Oxygenation Simulation

Alinier, Guillaume

doi:10.1055/s-0038-1670023

Cited by 4 publications

(2 citation statements)

References 41 publications

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“…Consequently, the level of complexity and of fidelity or realism of the simulation will need to be modulated based on their needs, their previous experience, and the learning outcomes they will have to demonstrate [ 12 , 36 ]. For example, consider two learners of the same clinical experience level attending the same simulation session.…”

Section: Determinants Of Deceptionmentioning

confidence: 99%

“…It could hence be argued that it is the least experienced learners who require the highest level of realism, as it is on the basis of the activity that they will develop their competencies or form their “primary frames” [ 12 ]. Again this needs to be adjusted according to the learning objectives and the learners’ level of experience [ 36 ], as making the simulation too realistic could overwhelm their senses and defeat all educational intents [ 38 ]. It is recommended that for SBE to be effective, only essential aspects in the “circle of focus” need to replicate reality [ 39 ].…”

Section: Determinants Of Deceptionmentioning

confidence: 99%

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Simulation-based education: deceiving learners with good intent

Alinier

Oriot

2022

Adv Simul

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The level of performance of every clinician and of the overall multiprofessional team relies on the skills and expertise they have individually and collectively acquired through education, training, self-directed learning, and reflection. Simulation-based education (SBE) is playing an increasingly important role in that respect, and it is sometimes said that it is an art to facilitate. Many explanations can justify this assertion. Although there is generally an emphasis on making everything as realistic or “high-fidelity” as possible, it is often futile and this is where the art of simulation comes into play with an element of modulation of realism linked to the intended learning objectives. The atmosphere created by the educators; how the learners are made to engage and interact; how physical, technical, and contextual elements are simulated or represented; and what type of technology is used need to be appropriately adapted to contribute to the immersiveness of any SBE activity. Although it inevitably carries a negative connotation, some form of “deception” is more commonly used than one may think for the benefit of learners during SBE. High levels of realism are sometimes achieved by making learners believe something works or reacts as would be expected in real life, whereas it is achieved in a totally different manner. Learners do not need to know, see, or understand these “tricks of the trade”, shortcuts, or artistic or technological aspects, and this can be considered a form of benevolent deception. Similarly, information may be withheld to recreate a realistic situation and push learners to demonstrate specific learning outcomes, but it needs to be practised with caution and be justifiable. These forms of “positive” deception are part of most SBE activities and are used to help learners bridge the reality gap so they can suspend disbelief more easily, exercise critical thinking, and treat the simulation more realistically without damaging the trust they place in their educators. This article will discuss how aspects of SBE activities are often manipulated, modified, or hidden from learners to facilitate the learning experience and present a simulation fidelity model encompassing the environmental, patient, semantical, and phenomenal dimensions.

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Section: Determinants Of Deceptionmentioning

confidence: 99%