Simulation in healthcare education: A best evidence practical guide. AMEE Guide No. 82

Abstract

Over the past two decades, there has been an exponential and enthusiastic adoption of simulation in healthcare education internationally. Medicine has learned much from professions that have established programs in simulation for training, such as aviation, the military and space exploration. Increased demands on training hours, limited patient encounters, and a focus on patient safety have led to a new paradigm of education in healthcare that increasingly involves technology and innovative ways to provide a standardized curriculum. A robust body of literature is growing, seeking to answer the question of how best to use simulation in healthcare education. Building on the groundwork of the Best Evidence in Medical Education (BEME) Guide on the features of simulators that lead to effective learning, this current Guide provides practical guidance to aid educators in effectively using simulation for training. It is a selective review to describe best practices and illustrative case studies. This Guide is the second part of a two-part AMEE Guide on simulation in healthcare education. The first Guide focuses on building a simulation program, and discusses more operational topics such as types of simulators, simulation center structure and set-up, fidelity management, and scenario engineering, as well as faculty preparation. This Guide will focus on the educational principles that lead to effective learning, and include topics such as feedback and debriefing, deliberate practice, and curriculum integration - all central to simulation efficacy. The important subjects of mastery learning, range of difficulty, capturing clinical variation, and individualized learning are also examined. Finally, we discuss approaches to team training and suggest future directions. Each section follows a framework of background and definition, its importance to effective use of simulation, practical points with examples, and challenges generally encountered. Simulation-based healthcare education has great potential for use throughout the healthcare education continuum, from undergraduate to continuing education. It can also be used to train a variety of healthcare providers in different disciplines from novices to experts. This Guide aims to equip healthcare educators with the tools to use this learning modality to its full capability.

Implementation and development of the Simulation Laboratory (SimLab) of Ribeirao Preto Medical School of University of Sao Paulo (RPMS-USP)

“…Frente a esses percalços, a estratégia de centralização dos simuladores em um laboratório específico tem sido adotada por inúmeras IES e a Faculdade de Medicina de Ribeirão Preto da Universidade de São Paulo (FMRP-USP) concretizou essa estratégia recentemente com a inauguração do seu Laboratório de Simulação (LabSim-FMRP-USP). 9 Esse artigo visa descrever o histórico da implantação do LabSim-FMRP-USP, suas finalidades e suas metas. Os aspectos técnicos da Simulação como metodologia ativa de ensino só serão referenciados para embasar os motivos que balizaram a estrutura física e a aquisição de simuladores específicos.…”

Centros de simulação e projeto pedagógico: dois lados da mesma moeda

“…Simulation training help students to develop different competences, and when formally inserted in the curriculum, simulation training also promote better learning and, therefore, higher knowledge retention [4]. Chart 1 presents a summary on types of simulation used in undergraduate and continued education.…”

“…Simulation training may be tailored according to the needs of each student, contemplating the concept of "next development zone" and allowing them to learn according to their own pace [2]. The use of simulators enables students to train their technical and non-technical skills in a safe way and in a controlled environment, without risks for real patients [3][4][5]. Simulation training allows not only the training of skills, but also internalization of procedural routines, team work, leadership and communication training.…”

Nursing students’ experiences of multiprofessional simulation education

“…[7,20] Simulation-based courses can focus on a specific patient group, illness or care setting. [21] Simulated learning starts with a preparation phase, in which the content and learning objectives are set for a scenario and described to participants. Learner and observer roles are also assigned.…”