Current Status of Simulation-Based Training in Graduate Medical Education

Willis, Ross E.; Sickle, Kent R. Van

doi:10.1016/j.suc.2015.04.009

Cited by 46 publications

(34 citation statements)

References 56 publications

(65 reference statements)

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“…45 Equipped with this knowledge, surgery will be better able to build simulations which are optimally confi gured for the training and assessment of advanced procedural skills in surgery. This revolution which started in surgery, probably one of the most conservative disciplines within medicine, will change all of medicine.…”

Section: Future Directionsmentioning

confidence: 99%

Striving for Better Medical Education: the Simulation Approach

et al. 2017

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Medical simulation is a rapidly expanding area within medical education due to advances in technology, significant reduction in training hours and increased procedural complexity. Simulation training aims to enhance patient safety through improved technical competency and eliminating human factors in a risk free environment. It is particularly applicable to a practical, procedure-orientated specialties.Simulation can be useful for novice trainees, experienced clinicians (e.g. for revalidation) and team building. It has become a cornerstone in the delivery of medical education, being a paradigm shift in how doctors are educated and trained. Simulation must take a proactive position in the development of metric-based simulation curriculum, adoption of proficiency benchmarking definitions, and should not depend on the simulation platforms used.Conversely, ingraining of poor practice may occur in the absence of adequate supervision, and equipment malfunction during the simulation can break the immersion and disrupt any learning that has occurred. Despite the presence of high technology, there is a substantial learning curve for both learners and facilitators.The technology of simulation continues to advance, offering devices capable of improved fidelity in virtual reality simulation, more sophisticated procedural practice and advanced patient simulators. Simulation-based training has also brought about paradigm shifts in the medical and surgical education arenas and ensured that the scope and impact of simulation will continue to broaden.

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Section: Future Directionsmentioning

confidence: 99%

Striving for Better Medical Education: the Simulation Approach

et al. 2017

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“…Traditional surgical resident training has long followed the classical Halstedian teaching model of "see one, do one, teach one" 1 . However, Great changes have taken place regarding the training of surgical residents in China as simulation-based training 2 and competence-based medical education 3 have become widely practiced. Additionally, surgical training now places more weight on technical skills training, simulation, and learning by doing.…”

Section: Introductionmentioning

confidence: 99%

Wound management curriculum design and implementation evaluation: Evidence from Peking University First Hospital

Wen

et al. 2019

Preprint

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Backgroud: It is of vital importance to standardize wound management knowledge and operations in the early stage of resident training. A simulated wound management curriculum for postgraduate Year 1 surgery residents (PGY1s) was designed and its effectiveness evaluated.Methods: We used a quasi-experimental method. PGY1s in 2014 constituted the control group, while PGY1s in 2015 and 2016 constituted the intervention group. The traditional curriculum given to the control group comprised a one-hour lecture plus demonstrations by the instructor, followed by a three-hour practice session. Conversely, the curriculum given to the intervention group included a four-hour curriculum with four components. At the end of each year, the wound management curriculum was evaluated.Results: Subjective assessment showed the intervention group’s scores were significantly higher for dissociation of subcutaneous tissue and quality of suturing and knots. Objective assessment showed there was no obvious improvement in residual marking of incision margin, but the accuracy of debridement depth was greatly improved in the intervention group, the rate of spindle resection decreased and the number of key sutures was significantly higher.Conclusions: The simulated wound management curriculum for PGY1s revealed a generally satisfactory training outcome. It could be implemented in other Chinese universities.

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“…The importance of this modality of teaching is based on the students' learning from their own mistake and the repetition of a determinate assignment. Which is accomplished without exposing real patients to any inherent risks to the trained procedure [1][2][3][4] . Therefore, several societies and medical colleges in Brazil and worldwide has recognized the important role simulation has in the medical education and encourage its practice 2,[4][5][6] .…”

Section: Introductionmentioning

confidence: 99%

“…However, one of the biggest obstacles to the popularization of this modality of teaching are the simulators themselves, that usually possess a high cost or are bound to ethical conflicts (in the case of animals or cadavers utilization) 1,3,7,8 . Thus, the development of low cost training models that also possess a certain level of realism and are validate as a teaching tool is pursued 3,7,8 .…”

Section: Introductionmentioning

confidence: 99%