Medical Simulation in Respiratory and Critical Care Medicine

Abstract

Simulation-based medical education has gained tremendous popularity over the past two decades. Driven by the patient safety movement, changes in the educational opportunities available to trainees and the rapidly evolving capabilities of computer technology, simulation-based medical education is now being used across the continuum of medical education. This review provides the reader with a perspective on simulation specific to respiratory and critical care medicine, including an overview of historical and modern simulation modalities and the current evidence supporting their use.

A Comparison of Simulation-Based Education versus Lecture-Based Instruction for Toxicology Training in Emergency Medicine Residents

“…The lack of difference between comfort levels in the two arms of the study after intervention was unexpected. The majority of previous randomized simulation studies have found a greater improvement of confidence in the simulation arm when compared to controls [8][9][10][11]. We speculate that the subjects remained somewhat comfortable in both groups because of their limited experience with clinical cases in toxicology.…”

“…Multiple studies have demonstrated SBME improves subjects' test scores and performance measures when compared to no intervention, but most of these studies lack a control arm of standard educational approaches (i.e., lecture) [8,10]. Furthermore, most previous studies evaluated only knowledge immediately following the intervention [8,10]. We compared the simulation group to a control group who received lecturebased training, and we evaluated knowledge retention 3 months after the intervention.…”

“…The few randomized controlled studies reported improved performance in the SBME groups compared to the control groups (lecture-based education); however, in most of these studies, a significantly greater amount of time was spent training the subjects in the SBME arm than in the control arm. Thus, it was unclear if the subjects in the simulation arms performed better because simulation was superior to lecture or if because more time was spent training them [8,10]. One published study evaluated the use of simulation in toxicology education, but this study included exclusively second year medical students [11].…”

Organprotektive Intensivtherapie und Simulatortraining

“…Viele Bereiche der Medizin wie Anästhesiologie, Notfallmedizin, Chirurgie, Gastroenterologie, Kardiologie etc. wenden die Simulation zur Ausbildung sowie Evaluation von Ärzten und Pflegepersonal an; hierbei finden verschiedenste Methoden dieser Lehr-, Lern-und Trainingsform Anwendung [8,36,44,45,48,50].…”

A Longitudinal Regional Educational Model for Pulmonary and Critical Care Fellows Emphasizing Small Group- and Simulation-based Learning

“…The winter curriculum builds on the concepts taught in the summer and devotes time to advanced concepts in the core topic areas. To maximize learning, learners in the summer and winter blocks are taught many of these concepts through simulation and hands-on training (8). Table 3 lists the didactic lectures and the small group and simulation-based learning for the mechanical ventilation and ultrasound sections of the course.…”