Progress in the utilization of high-fidelity simulation in basic science education

Abstract

High-fidelity patient simulators are mainly used to teach clinical skills and remain underutilized in teaching basic sciences. This article summarizes our current views on the use of simulation in basic science education and identifies pitfalls and opportunities for progress.

38 Evaluation of an e-learning programme in optimising simulation training efficiency and participant learning

“…Medical education and later safe practice can be enhanced by using high-fidelity manikins to simulate key physiological principles underlying clinical conditions and emergencies. 1,2 Simulations of hypothermia, hyperthermia and malignanthyperthermia, all life-threatening conditions, are currently limited. Therefore we set out to design scenarios using the CAE Human Patient Simulator (HPS, CAE Inc.) that could be valuable educational tools in the demonstration of the underlying physiology of these emergencies.…”

<p>Social Constructivism in Medical School Where Students Become Patients with Dietary Restrictions</p>

“…2 PBL, case-based learning and simulation activities are methods of contextualization of basic science whereby the applicability of a basic science concept is demonstrated in a clinical scenario. [2][3][4] Social constructivism theory is a model of collaborative learning within a cultural and social context. Learners actively co-construct meaning and understanding together by applying concepts using a variety of communicative methods and then sharing their new knowledge with peers.…”

“… 2 PBL, case-based learning and simulation activities are methods of contextualization of basic science whereby the applicability of a basic science concept is demonstrated in a clinical scenario. 2 – 4 …”

Making the clinical connection from textbook to bedside during MDY1: an integrative approach for medical physiology education employing human simulation

“…The necessity to maintain certain educational standards creates fertile ground for the development and implementation of innovative teaching strategies and curricula modifications that will adequately prepare future clinicians to serve as competent healthcare providers. Consequently, medical education in the United States and abroad has changed dramatically in the past several years since the focus has shifted to employing more dynamic patient-oriented instructional methods (8,10,12,16,17). Most medical school programs, which once employed lecture-based curricula techniques as the primary method of disseminating information, have modified the nonclinical phase of medical education to include more independent study paradigms, problem-based strategies, and small-group learning approaches.…”