National Medical Simulation training program in Denmark

Østergaard, Doris

doi:10.1097/01.ccm.0000110743.55038.94

Cited by 35 publications

(19 citation statements)

References 8 publications

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“…This supports findings of other studies that simulators in medical education are highly popular and attractive devices, which are enjoyable for most participants and thus may increase the popularity of a department or even a medical school (Weller 2004). However, there remains a lack of robust data showing a clinical or knowledge advantage by students trained in a simulator (Gardiner 2006;Lippert et al 2004;McFetrich 2006;Ostergaard 2004). It is not known what aspects of competence can be reliably assessed by a simulator and whether a good performance in a scenario is reflected in real clinical situations (DeVita et al 2004;McFetrich 2006;Chopra et al 1994).…”

Section: Discussionmentioning

confidence: 94%

“…Furthermore, it should not be forgotten that high-fidelity simulators are costly installations (Cumin and Merry 2007;Morgan and Cleave-Hogg 2001;Ostergaard 2004). High prices for acquisition and relatively high running costs, as well as costly ''faculty time'' in terms of instructors and operators, cannot be ignored when demanding simulation based training in medical education.…”

Section: Discussionmentioning

confidence: 97%

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Simulation-based medical education is no better than problem-based discussions and induces misjudgment in self-assessment

Wenk

Waurick

Schotes

et al. 2008

Adv in Health Sci Educ

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Simulation-based teaching (SBT) is increasingly used in medical education. As an alternative to other teaching methods there is a lack of evidence concerning its efficacy. The aim of this study was to evaluate the potency of SBT in anesthesia in comparison to problem-based discussion (PBD) with students in a randomized controlled setting. Thirty-three fourth-year medical students attending a curricular anesthesiology course were randomly allocated to either a session of SBT or a session of PBD on an emergency induction method. Ten days later all students underwent examination in a simulator. The performance of each student was evaluated by weighted tasks, established according to a modified Delphi process. Confidence and a multiple-choice questionnaire were additionally performed pre- and post-intervention. A total of 32 students completed the study. Participants in the SBT group presented with significantly higher self-assessment scores after the intervention than students in the PBD group. However, students in the SBT group achieved only slightly and statistically insignificantly higher scores in the theoretical and simulator examination (p > 0.05) with only a moderate effect size of d = 0.52. The current study demonstrates that both PBD and SBT lead to comparable short-term outcomes in theoretical knowledge and clinical skills. However, undesirably, SBT students overrated their anticipated clinical abilities and knowledge improvement.

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Section: Discussionmentioning

confidence: 94%

Section: Discussionmentioning

confidence: 97%

Simulation-based medical education is no better than problem-based discussions and induces misjudgment in self-assessment

Wenk

Waurick

Schotes

et al. 2008

Adv in Health Sci Educ

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show abstract

“…5 Within the next decade, this training was introduced to physicians and nurses throughout Denmark. 6 The first human mannequin simulation course was offered to medical students in 1994, 7 and 1 year later the Department of Anesthesiology at the University of Pittsburgh began simulation research.…”

Section: Introductionmentioning

confidence: 99%

Pharmacy Student Response to Patient-Simulation Mannequins to Teach Performance-based Pharmacotherapeutics

Seybert¹,

Laughlin²,

Benedict³

et al. 2006

Am J Pharm Educ

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Objective. To design and implement a simulated patient-case assessment using a mannequin for critical care pharmacotherapeutic education of doctor of pharmacy students and to evaluate student satisfaction with the simulation. Design. During the second year of the doctor of pharmacy program, all students were required to complete Introduction to Critical Care. This course consisted of didactic education, written patientcase sessions, and an interactive patient simulation session. Information on the patient case was distributed to students after completing the didactic portion of the course. Patient information was programmed into a simulation mannequin, which demonstrated characteristics of a critically ill human. Students were surveyed post-simulation to determine the effectiveness of the learning experience. Assessment. The majority of students (88%) were extremely satisfied with the experience. The facilitator was considered to be extremely useful in 75% of responses. Conclusion. By simulating a patient case, the facilitator was able to control students' learning environment, adapt the simulation to the level of the students' performance, and debrief students immediately. Ultimately, by involving students in actual patient cases early in the pharmacy curriculum, this type of education could produce pharmacists with a high level of expertise and confidence.

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“…In Dänemark ist die Teilnahme an einem dreitägigen Simulatorkurs zum Thema CRM seit 2000 Pflicht [19]. In den Niederlanden findet jährlich ein verpflichtendes Simulationstraining statt [17].…”

Section: Studium Die Kommission Studentischeunclassified

Full-Scale-Simulation in der anästhesiologischen Lehre und Weiterbildung in Deutschland

et al. 2016

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Important first steps have been taken to implement full-scale simulation in Germany. In addition to programs for medical students courses for physicians and nurses are available today. To reach everyone clinically involved in German anesthesiology on a regular basis the current capacities need to be dramatically increased. The basis for that to happen will be new concepts for funding, possibly supported by external requirements such as the national model curriculum for residency in anesthesiology.

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National Medical Simulation training program in Denmark

Cited by 35 publications

References 8 publications

Simulation-based medical education is no better than problem-based discussions and induces misjudgment in self-assessment

Simulation-based medical education is no better than problem-based discussions and induces misjudgment in self-assessment

Pharmacy Student Response to Patient-Simulation Mannequins to Teach Performance-based Pharmacotherapeutics

Full-Scale-Simulation in der anästhesiologischen Lehre und Weiterbildung in Deutschland

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