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    Simulation in Medical Education: Surname 1

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    Cooper Lordschild
    Simulation has been used in medical education for centuries, starting with clay and stone models to teach disease states. It allows trainees to practice tasks and clinical scenarios through role-playing with simulated patients or advanced technology. Some benefits of simulation include improving patient safety by reducing errors, allowing trainees to practice and rehearse in a risk-free environment, and enhancing learning of cognitive, psychomotor and affective skills. While simulation poses no risk to real patients, measuring its impact on learning has been challenging, though clinical assessments and multidisciplinary training programs provide ways to evaluate simulation techniques in medical education.

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    Simulation in Medical Education: Surname 1

    Uploaded by

    Cooper Lordschild
    13 views2 pages
    Simulation has been used in medical education for centuries, starting with clay and stone models to teach disease states. It allows trainees to practice tasks and clinical scenarios through role-playing with simulated patients or advanced technology. Some benefits of simulation include improving patient safety by reducing errors, allowing trainees to practice and rehearse in a risk-free environment, and enhancing learning of cognitive, psychomotor and affective skills. While simulation poses no risk to real patients, measuring its impact on learning has been challenging, though clinical assessments and multidisciplinary training programs provide ways to evaluate simulation techniques in medical education.

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    Simulation has been used in medical education for centuries, starting with clay and stone models to teach disease states. It allows trainees to practice tasks and clinical scenarios through role-playing with simulated patients or advanced technology. Some benefits of simulation include improving patient safety by reducing errors, allowing trainees to practice and rehearse in a risk-free environment, and enhancing learning of cognitive, psychomotor and affective skills. While simulation poses no risk to real patients, measuring its impact on learning has been challenging, though clinical assessments and multidisciplinary training programs provide ways to evaluate simulation techniques in medical education.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    13 views2 pages

    Simulation in Medical Education: Surname 1

    Uploaded by

    Cooper Lordschild
    Simulation has been used in medical education for centuries, starting with clay and stone models to teach disease states. It allows trainees to practice tasks and clinical scenarios through role-playing with simulated patients or advanced technology. Some benefits of simulation include improving patient safety by reducing errors, allowing trainees to practice and rehearse in a risk-free environment, and enhancing learning of cognitive, psychomotor and affective skills. While simulation poses no risk to real patients, measuring its impact on learning has been challenging, though clinical assessments and multidisciplinary training programs provide ways to evaluate simulation techniques in medical education.

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    Surname 1

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    Professor

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    Date

    Simulation in medical education

    Summary

    Simulation dates back centuries when clay and stone models were used to teach disease states.

    Over the years there has been technological changes and complexity in teaching methods which

    had led to the tendency of adopting simulation techniques in various fields. These include:

    medical, nursing and allied healthcare personal education.

    Simulation is a verbal technique which puts the tasks to the trainees, simulated patients and the

    use of advanced simulations. Simulations are enhanced in order to enhance higher leaning of

    cognitive, psycho-motion and affective skills especially in isolation technologies.

    There are various reasons as to why simulation has been adopted. These include: cognitive

    psychology has proven that information and its applications are best done when taught and

    rehearsed in the real life and especially in the work places. It has also been established that

    there is a link between education and realistic clinical content.

    Noteworthy is that many training institutions have not adopted this strategy due to the risk

    which is posed to patients. The risk posed to patients is still a problem in adoption of

    simulation techniques and even when practicing on an animal which is still considered

    unacceptable. In order to avoid all these problems there has been a trend towards adoption of

    specialised simulation techniques. The two have several advantages: first is that there are no

    risks which are posed to patients hence safer and second is that the students are able to practice
    Surname 2

    and rehearse. There have been calls therefore of the incorporation of simulation on patients

    safety in the curriculum.

    Other advantages of simulation related to the clinical environment are that it improves the

    patients outcome by reducing the central venous line of infection and also improves effective

    learning capabilities. There are various uses that simulation has been subjected to since being

    developed. Amongst them include its use in crisis resource management where it has been

    noted to increase the patients safety. The crisis management system has also been adopted in

    various industries such as the Aviation industry and in the post graduate training programs.

    Despite the adoption of simulation in the various industries and training institutions, it has been

    difficult to measure its impact. Clinical attempts have been adopted in order to measure the

    various impacts of simulation techniques in higher education. An attempt has been made by

    creation of a multidisciplinary and multi-professional environment for both undergraduate and

    post graduate students. An example of this has been in summative assessments where there has

    been an adoption of computer enhanced manikin simulation. The assessments that have been

    adopted have been those recommended by Schuwirth which are: the use of Bayesian model and

    the psychometric models. The former gives a fair and defensible assessment of simulation. It

    also gives probability of future decisions about future performance to trainers. The latter entails

    the collection of portfolio of simulated experience with record feedback and assessment scores.

    The benefits of using a hybrid model between the psychometric model and the Bayesian model

    are that they give feedback to learners based on variance rather than standardisation. This is

    because the former represents the outside world unlike the latter which is presumptive. The

    other advantage is that it reduces the use of checklists scoring and also enables the users to

    sample large universe of learning areas. All in all simulation help in bridging classrooms with

    the clinical environment.

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