Development of simulators in medical education

Buck, George H.

doi:10.1163/22977953-04801002

Cited by 71 publications

(18 citation statements)

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“…Training for clinical practice, however, is not confined to work on the body of live humans. Indeed, there is a long and significant history of the use of 'simulators' in both medical and dental education -including the use of cadavers and discarded body parts -that have been used for trainees to 'practise' the manual and perceptual skills that are relevant to clinical work (Buck, 1991;Rosen, 2008). In contemporary settings for healthcare education, the use of physical, and often computer-based, simulators is prevalent and is designed to broaden the students' preclinical experience as well as to overcome concerns associated with practising on human subjects early in a student's apprenticeship.…”

Section: Introductionmentioning

confidence: 99%

Work to make simulation work: ‘Realism’, instructional correction and the body in training

2014

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This article explores the organization of instructional corrections in pre-clinical dental education. The students are practising manual skills using a simulator and tutors are inspecting and evaluating their progress. Simulators and simulation are critical to the organization of contemporary healthcare training, and the academic literature that explores forms of simulation in healthcare tends to consider the ‘fidelity’ (or ‘realism’) of systems and the extent to which they match the clinical situations that they are designed to mimic. In contrast, this article considers how tutors and students explicitly attend to matters of realism in the course of instructional sequences. We highlight the ways in which tutors routinely invoke ‘real life’ in instructional corrections and we discuss how these sequences reveal the work that tutors undertake to compensate for the ‘chronic insufficiency’ of the simulator. We show how tutors emphasize the reasoned character of manual bodily skills, reasons linked to the complexities and contingencies of clinical practice. To explore these issues and concerns, the article draws on the analysis of audio-visual data of everyday instruction.

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Section: Introductionmentioning

confidence: 99%

Work to make simulation work: ‘Realism’, instructional correction and the body in training

2014

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“…Faria, (1998) for instance, revealed that 97.5% of business schools today use simulation games in their curricula. Medical simulations have been steadily replacing traditional skills teaching (Buck, 1991). Management students have found it effective to practice emergency response strategies without fear of negative personal or organizational consequences (Keith and Frese, 2008).…”

Section: An Exploratory Study On Simulated Teaching As Experienced By Education Studentsmentioning

confidence: 99%

“…There are reasons of cost, reluctance to adopting new methods of teaching and the skepticism that what was learned from a simulator may never be transferred to actual learning. A harder challenge to meet is the fact that simulations can never fully replicate real life experience and may even fail to include something essential in their systems (Buck, 1991;Bell, Kanar & Kozlowski, 2008;Greenberg & Eskew, 2009). However, recent policy recommendations for professional development promote the use of simulation models where exposure to the real environment may be impossible.…”

Section: Theories and Simulation Modelsmentioning

confidence: 99%

An Exploratory Study on Simulated Teaching as Experienced by Education Students

Presnilla-Espada¹

2014

ujer

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Empirical research has shown that simulated teaching could be one of the most powerful tools in preparing college education students for a solid field teaching experience. With the right function and mechanics, this pedagogy can equip students with the necessary teaching skills, aptitudes and competencies. Using a 30-item Likert-type Perceptions Scale on Simulated Teaching this 3year exploratory study examined 352 undergraduate education students' perceptions on their simulated teaching experience wrapped in a live action role play. The study, anchored on the model-centered instruction, transfer of learning and embodied cognition theories further probed into their beliefs, attitudes and responses in the course of the immersion process. Results showed that majority of the respondents strongly believed they should be exposed to teaching prior to practicum and agreed that early training could develop their competence in teaching. They showed a highly positive attitude towards simulated teaching as an effective way to acquire and apply both content and skills in teaching and learning. Based on the findings, it may be concluded that when simulated teaching functions under conditions such as clear goals, guidelines, proper mentoring and guidance from teachers, students are then able to unlock and develop their potentials and prepare for every issue they will face in their practicum stage. The study further confirms a long-held principle that prolonged practice builds expertise.

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“…She was midwife in the court of King Louis XV and in the 1700s she created the "machine" i.e. simulators to train midwives in France (2). Her mannequins were very popular as they looked very realistic and could be used to learn how to manage normal childbirth and childbirth complications.…”

Section: Introductionmentioning

confidence: 99%

Improving the Quality of Medical Education: Students’ Achievements and Perceptions on Simulation Based Learning

Chitaishvili

Manjavidze

Nozadze

2021

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Background. Simulation Based Learning (SBL) revolutionized medical education. Today's challenge is to control and improve the quality of the SBL. One way to monitor the quality of the learning process is to conduct regular surveys. Methods.. 4th year medical students were asked to fill out a questionnaire consisting of Likert scale, to assess the training course and SBL in general. Improvement of their knowledge after taking the course was analyzed on the basis of pre- and post-test results. Results. Eighty-two 4th year medical students responses to the 35 questions in the questionnaire were positive and the average score was 4.57 on a 5-point Likert scale. Pre- and post-test analysis proved that the course was really productive. The average points for pretest was 20 points (SD=5,39) and 29 points for pot-test (SD=4,64). Conclusions. “Clinical skills” course has caused a high satisfaction and motivation of the students and improved their knowledge. Knowledge enhancement and skills acquisition took place in a comfortable environment.

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Development of simulators in medical education

Cited by 71 publications

References 0 publications

Work to make simulation work: ‘Realism’, instructional correction and the body in training

Work to make simulation work: ‘Realism’, instructional correction and the body in training

An Exploratory Study on Simulated Teaching as Experienced by Education Students

Improving the Quality of Medical Education: Students’ Achievements and Perceptions on Simulation Based Learning

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