See One, Do One, Teach One: Advanced Technology in Medical Education

Abstract

The concept of ''learning by doing'' has become less acceptable, particularly when invasive procedures and high-risk care are required. Restrictions on medical educators have prompted them to seek alternative methods to teach medical knowledge and gain procedural experience. Fortunately, the last decade has seen an explosion of the number of tools available to enhance medical education: web-based education, virtual reality, and high fidelity patient simulation. This paper presents some of the consensus statements in regard to these tools agreed upon by members of the Educational Technology Section of the 2004 AEM Consensus Conference for Informatics and Technology in Emergency Department Health Care, held in Orlando, Florida. Findings: Web-based teaching: 1) Every ED should have access to medical educational materials via the Internet, computer-based training, and other effective education methods for point-of-service information, continuing medical education, and training. 2) Real-time automated tools should be integrated into Emergency Department Information Systems [EDIS] for contemporane-ous education. Virtual reality [VR]: 1) Emergency physicians and emergency medicine societies should become more involved in VR development and assessment. 2) Nationally accepted protocols for the proper assessment of VR applications should be adopted and large multi-center groups should be formed to perform these studies. High-fidelity simulation: Emergency medicine residency programs should consider the use of high-fidelity patient simulators to enhance the teaching and evaluation of core competencies among trainees. Conclusions: Across specialties, patient simulation, virtual reality, and the Web will soon enable medical students and residents to. see one, simulate many, do one competently, and teach everyone.

Simulation and its role in medical education

“…The curricular time devoted to each procedure should be as per the targeted attainment level. 1,8,9 Complex disease Communication problems Table 4 Reasons for more adverse effects in junior doctors.…”

“…5,[7][8][9] Each has its own advantages and disadvantages. Screen-based text simulators are relatively simple to construct and require little memory, thus reducing the cost too.…”

“…The level of training and immersion can be increased by creating a realistic working environment such as a simulated intensive care unit (ICU) or operating theatre (OT) coupled with feedback from observers and video cameras to assist improvement in skills. [7][8][9][10] Advantages are outlined in Table 3.…”

Prospective Randomized Crossover Study of Simulation vs. Didactics for Teaching Medical Students the Assessment and Management of Critically Ill Patients

“…The Institute of Medicine, the Educational Technology Section of the 2004 Academic Emergency Medicine Consensus Conference, and the public have advocated for increased SIM-based training in an effort to reduce error (2)(3)(4)(5)(6). Patient SIM has spread from anesthesiology to other disciplines such as internal medicine, pediatrics, neonatology, radiology, trauma, nursing, emergency medical services/disaster medicine, and emergency medicine (EM) (7)(8)(9)(10)(11)(12)(13)(14)(15)(16)(17)(18).…”

Cataract Video Coaching: Surgical Curriculum Enhancement in a U.S. Residency Program

“…1,2 As medicine has advanced, both technologically and in the ability to measure patient outcomes, there has been a push toward competency-based assessment. Starting in 1998, the American Council on Graduate Medical Education (ACGME) developed six areas of competency that residents had to meet: patient care, medical knowledge, practice-based learning, interpersonal and communication skills, professionalism, and systems-based practice.…”