"Simulation technology is a powerful tool for the education of physicians and other healthcare professionals at all levels... Medical simulation complements, but does not replace, educational activities based on real patient-care experiences" (McGaghie 2009).
Key Components
"Simulation training generally was effective, especially in the dissemination of psychomotor skills (e.g., procedures or physical examination techniques) (Marinopoulos , 2007)
Key Components
- Used for assessment as well as practice opportunities
- Can provide tailored feedback,
- Engages learners in deliberate practice,
- Can be integrated into an overall curriculum and improve motivation
- Dependent on instructing faculty (and their subsequent competence.
"Simulation training generally was effective, especially in the dissemination of psychomotor skills (e.g., procedures or physical examination techniques) (Marinopoulos , 2007)
Reference
- McGaghie WC, Siddall VJ, Mazmanian PE, Myers J; Lessons for continuing medical education from simulation research in undergraduate and graduate medical education: effectiveness of continuing medical education: Chest. 2009 Mar;135(3 Suppl):62S-68S. American College of Chest Physicians Evidence-Based Educational Guidelines. PMID 19265078. http://chestjournal.chestpubs.org/content/135/3_suppl/62S.full.html
- Issenberg SB, McGaghie WC, Petrusa ER, Lee Gordon D, Scalese RJ. Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Med Teach. 2005 Jan;27(1):10-28. PMID 16147767. http://www.ncbi.nlm.nih.gov/pubmed/16147767
- Marinopoulos SS, Dorman T, Ratanawongsa N, Wilson LM, Ashar BH, Magaziner JL, Miller RG, Thomas PA, Prokopowicz GP, Qayyum R, Bass EB. Effectiveness of continuing medical education. Evid Rep Technol Assess (Full Rep). 2007 Jan;(149):1-69. PMID 17764217. http://www.ncbi.nlm.nih.gov/books/NBK38265/