Lehre und Simulation

Abstract

Since 1st October 2003 the new German "Approbationsordnung für Arzte" (Medical Licensing Regulations) requires an increasing amount of small group teaching sessions and encourages a multidisciplinary and more practical approach to the related topics. In 2004 the German Society of Anaesthesiology and Intensive Care Medicine has provided almost all anaesthesia faculties of German Universities with equipment for full-scale simulation. This article describes methods for a simulation-based medical education training program. Basic requirements for a successful training program using full scale simulators are the provision of an adequate logistical and material infrastructure, teacher attendance of train-the-trainer courses, implementation in the medical curriculum and an instructor-student ratio of 1:3, equivalent to that for bedside teaching. If these requirements were fulfilled, medical students scored the simulation scenarios "induction of anaesthesia", "acute pulmonary embolism", "acute management of a multiple trauma patient" and "postoperative hypotension" as 1.5, 1.6, 1.5 and 1.5, respectively, on a scale of 1-6. These scores were better than those given for other segments of the curriculum.

Cortisol and alpha-amylase as stress response indicators during pre-hospital emergency medicine training with repetitive high-fidelity simulation and scenarios with standardized patients

“…High-fidelity simulation (SIM) and its benefits are well accepted in undergraduate as well as postgraduate educational settings and SIM is widely used in medicine [1-5]. Human patient simulation represents an alternative: used in teaching environments since 1969, the benefits of this approach have gained acceptance in fields such as aviation training, military war fighter preparation and industry, as well as in medicine [6-10].…”

Universitäre Lehre der Anästhesiologie

“…Die Deutsche Gesellschaft für Anäs-thesiologie und Intensivmedizin (DGAI) hat die einzelnen anästhesiologischen Ordinariate bereits sehr früh durch die Bereitstellung von Anästhesiesimulatoren für die studentische Lehre unterstützt [3,10]. Darüber hinaus hat die Ständige Kommission "Studentische Lehre und Simulatortraining" der DGAI einen nationalen Lernzielkatalog für die Säulen des Fachs Anästhesie, Intensivmedizin, Notfallmedizin, Schmerztherapie entwickelt [7].…”

“…An 3 Standorten (9%) wird kein Simulator für die studentische Lehre genutzt. Die Bemühun-gen der DGAI, die Lehre durch die Bereitstellung von Notfallsimulatoren zu stärken, blieb an diesen Standorten ohne Erfolg [3,10]. Der Grund hierfür kann anhand der Untersuchung nicht geklärt werden.…”