How to apply Simulation-Based Learning in Medical Education?

Abstract

Simulation-Based Learning is considered the best alternative teaching and assessment tool that able to make the change in education, training, improving the quality and assessing the performance of the medical students. It helps students for acquiring many skills such as professionalism, communication, self-evaluation, time management, and teamwork. In addition, the use of simulation in medical education is based on many noble goals and ethical rules; it provides the best standards for patient care and safety, patient autonomy, and social justice. However, assessment of the application of simulation appropriateness depends on validity, reliability, and utility. Simulation has many types and classifications; it may be classified into human simulation such as role-play and standardized patient or non-human simulation such as manikin and the based computer simulation. It may be also classified according to the type or the fidelity. According to the type, it is classified into compiler-driven and event-driven, or according to the fidelity as a low, medium, and high-fidelity. There are specific criteria and steps that should be applied when designing a simulation course or operation a simulation training session as well as designing a skill checklist for ensuring a successful simulation application in medical education. However, many challenges and obstacles are still facing simulation implementation in medical education in different medical schools.

The development, implementation, and evaluation of a medical student peer teaching training curriculum during a high‐fidelity prehospital trauma simulation

“…Simulation-based learning has been found to be an effective tool for achieving emergency medicine learning objectives, 1 as it increases trainee knowledge, skill development, and patient care. 2,3 Simulation-based learning provides medical students and emergency medicine residents with a safe space to practice complex procedural skills, 4 while receiving formative and summative feedback from experienced faculty. 5 Peer teaching training programs are another effective teaching tool for maximizing learning within emergency medicine education.…”

Досвід Інтегрованого Підходу В Симуляційному Навчанні На Кафедрі Ортопедичної Стоматології

“…Робота та фантомах надає впевненості за рахунок багатократного відпрацювання практичної навички, відсутності страху припуститися помилки, дозволяє знизити стрес на початку роботи зі «справжніми» хворими [2]. Разом з тим, ефективність симуляційного навчання залежить не тільки від матеріального оснащення, а й від методичного забезпечення, яке передбачає попередню теоретичну підготовку здобувача, визначення навчальних цілей, правильність відтворення клінічних ситуацій з урахуванням наступної лікарської діяльності, створення системи оцінювання та аналізу зроблених помилок [3].…”

Implications of clinical simulation in motivation for learning: scoping review

“…(1,3,4) Among the various active instructional methods that have proven effective for this purpose, clinical simulation stands out among health professionals. (7,8) Clinical simulation is a technique that creates situations to allow experiences that resemble circumstances experienced in reality in an interactive manner (9) and in a controlled and risk-free environment, especially for the patient. It also enables the integration of knowledge, attitudes, skills, and individual or collective decision making.…”

“…( 1 , 3 , 4 ) Among the various active instructional methods that have proven effective for this purpose, clinical simulation stands out among health professionals. ( 7 , 8 )…”