Simulation in Medical School Education: Review for Emergency Medicine

<p>Medical education is rapidly evolving. With the paradigm shift to small-group didactic sessions and focus on clinically oriented case-based scenarios, simulation training has provided educators a novel way to deliver medical education in the 21st century. The field continues to expand in scope and practice and is being incorporated into medical school clerkship education, and specifically in emergency medicine (EM). The use of medical simulation in graduate medical education is well documented. Our aim in this article is to perform a retrospective review of the current literature, studying simulation use in EM medical student clerkships. Studies have demonstrated the effectiveness of simulation in teaching basic science, clinical knowledge, procedural skills, teamwork, and communication skills. As simulation becomes increasingly prevalent in medical school curricula, more studies are needed to assess whether simulation training improves patient-related outcomes.</p

Recommendations for the establishment of a clinical simulation unit to train South African medical students

Background. The burden of HIV and tuberculosis epidemics in South Africa (SA), Africa and developing countries in other parts of the world has an influence on the change in case mix. Shortages of beds in training hospitals and the need to train more healthcare professionals contribute to the saturation of the teaching platform. Clinical simulation as a tool to enhance the education and training of medical students in SA and recommendations in this regard were investigated.Objective. To obtain recommendations regarding the development of simulation training, assessment facilities and programmes, and determine whether simulation training could enhance medical education and training in the developing world.Methods. Qualitative research methods, including semi-structured interviews with international simulation experts and focus group interviews with heads of department and lecturers of the local medical school, were used to generate data.Results. A set of recommendations regarding the introduction of simulation training at an SA medical school was developed to improve patient safety, create a better training environment, and address the healthcare education challenges in SA hospitals.Conclusion. The incorporation of simulation into medical curricula and the development of clinical simulation training facilities for healthcare professionals in SA could bridge the gap currently experienced in health sciences education in the country. The recommendations outlined in our study may assist other medical training institutions in the developing world in setting up simulation training facilities

Simulated Basic Skills Training: Graduate Nursing Students Teaching Medical Students: A Work in Progress

For a number of years, Advanced Practice Nursing (APN) students have taught interested 1st year medical students to perform intramuscular injections prior to their participation in community flu clinics. When several 4th year medical students needed documentation of competency in intravenous (IV) cannulation prior to participating in an elective rotation at another institution, the Medical School\u27s Dean of Students called the Director of Interdisciplinary Partnerships in the Graduate School of Nursing to request assistance. In fact, all medical students need IV therapy training prior to graduation, not just those who seek out visiting clerkships at other medical schools. Integration of IV training into the Undergraduate Medical Education Surgery Clerkship Curriculum supports the clinical objectives of the Surgery Clerkship along with the developing use of simulation within in the medical school. This need led to the development of this interdisciplinary simulation education initiative. Presented at the 2008 Society on Simulation in Healthcare Conference

Nursing Students Teaching Medical Students: An Interdisciplinary Teaching Experience

For a number of years, Advanced Practice Nursing ( APN) students have taught interested 1st year medical students to perform intramuscular injections prior to their participation in community flu clinics. When several 4th year medical students needed documentation of competency in intravenous (IV) cannulation prior to participating in an elective rotation at another institution, the Director of Interdisciplinary Partnerships in the Graduate School of Nursing requested assistance from the medical school\u27s Dean of Students. In fact, all medical students need IV therapy training prior to graduation, not just those who seek out elective rotations at other medical schools. Integration of IV therapy training into the Undergraduate Medical Education Surgery Clerkship curriculum supports the clinical objectives of the Surgery Clerkship along with the developing use of simulation within the medical school. This need led to the development of this interprofessional simulation education initiative. Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2008

Making clinical skills education real - Transition from simulation to ward

Transition from classical clinical skills teaching to simulation-based training has contributed to better medical education. However, a gap still exists between Clinical Skills Lab (CSL) training and the clinical setting. In response, the Transition Programme from CSL to Clinical Reality Setting was designed and implemented in the Medical School of AUTH

Rolling Out a State-of-the-Art Simulation Center: Early Experiences

The Simulation Center, opened in the Fall 2006, contains state-of-the-art simulation technology (e.g., high-fidelity adult and pediatric mannequins, task trainers, and real-time/recorded observation and scenario review via audio-visual equipment) that provides an interactive learning environment designed to replicate the clinical setting. It is available to the School of Medicine, Graduate Medical Education, the School of Nursing, and the Graduate School of Biomedical Sciences. Event facilitators (i.e., faculty or residents) were asked to assess their initial perception and utilization of the center. Presented at the 2008 Society on Simulation in Healthcare Conference

A Concept of Modeling a Health Manpower Educational System

The paper presents some mathematical concepts of modeling a health manpower educational system. The importance of manpower resources, i.e., doctors, nurses, and other supporting staff, in the health services delivery process is widely recognized. Therefore, the research on resource supply models analyzing health manpower education was undertaken. First, the general structure of the health manpower educational system (HMES) was presented. Next the adapted methodology of modeling was described, followed by mare detailed presentations of: secondary medical school subsystems; medical academy subsystems; and postgraduate courses. Numerical examples from Poland of the application of proposed simulation techniques to medical academies were given. In addition, the forecasts of the number of medical doctors with Ph.D. degrees were presented. Then the utilization of resources in the education process was briefly described. The paper focused its attention on models for simulation purposes, but an optimization approach to the modeling of an educational system was also presented, proceeding naturally from simulation models

Real-Time Ultrasound Simulation for Medical Training and Standardized Patient Assessment

With the increasing role played by ultrasound in clinical diagnostics, ultrasound training in medical education has become more and more important. The clinical routine for ultrasound training is on real patients; therefore monitored and guided examinations involving medical students are quite time-constrained. Furthermore, standardized patients (SPs), who are increasingly used in medical school for teaching and assessing medical students, need to be augmented. These SPs are typically healthy individuals who can not accurately portray the variety of abnormalities that are needed for training especially when medical examinations involve instrument interactions. To augment SPs in a realistically effective way and also address the resourced time constraints for sonography training, a computerized ultrasound simulation is essential for medical education. In this dissertation, I investigate a real-time ultrasound simulation methodology based on a virtual 3-dimentional (3-D) mesh organ. This research has developed the simulation technology to augment SPs with synthetic ultrasound images. I present this methodology and its use in simulating echocardiography. This simulated echocardiogram displays the various oriented sonographs in real time according to the placement of a mock transducer without the need of an actual patient

ROLE OF NEW INFORMATION TECHNOLOGIES IN TRAINING OF SECOND-YEAR MEDICAL STUDENTS ON DISCIPLINE “PATIENTS’ CARE (PRACTICE)”

The article is devoted to an analysis of the role of new information technologies in the learning 2nd-year students of medical higher school on discipline “Patients’ Care (Practice)”. The priority tasks of training of medical specialists at the conditions of reforming the system of higher education are using information communication technologies by apps e-learning, telemedicine, simulation training to increase efficacy of transfer of knowledge

Obstetrics Emergency Labor and Delivery Case Simulations with Normal Vaginal Delivery Demonstration: A Hands-on Simulation for Clerkship Students

Introduction: Simulation is rarely used for medical student education in the field of obstetrics. This method is an effective model of learning for topics that are encountered in clinical situations and for topics that pose significant risk to patients when an untrained individual is involved. Methods: A 2-hour obstetric delivery simulation session was developed and incorporated into the third-year obstetrics and gynecology clerkship rotation at Wright State University Boonshoft School of Medicine. Medical students completed self-guided content reviews with resources provided prior to the session. During the session, each medical student conducted a normal vaginal delivery and one of the emergent cases (umbilical cord prolapse, pre-eclampsia/eclampsia, shoulder dystocia, and postpartum hemorrhage). During each case the Resident facilitator followed a script which included asking questions using gamification strategies to promote a low-stress learning environment. Critical action checklists were used to ensure students gained a strong understanding of topics. Simulation sessions were conducted both remotely and in-person. The simulation experience was evaluated using surveys and quizzes completed prior to and after participating in the simulation session. Results: Students reported that the simulation experience increased their comfort with emergent obstetric situations, increased their medical knowledge, and was beneficial to their education. Discussion: Simulation is an untapped learning method in obstetrics. We developed simulations for obstetric events to provide medical students with hands-on exposure to important obstetric experiences. This simulation session provides the framework for other medical schools to incorporate these obstetric simulations into their clerkship curriculum