Simulation centers and pedagogical planning: Two sides of the same coin
DOI:
https://doi.org/10.15448/1980-6108.2018.1.28709Keywords:
simulation, medical education, patient safety, curriculum, healthcare professional education.Abstract
AIMS: This article discusses the main issues related to the use and structuring of a simulation center, namely, logistics, use of resources and alignment between the pedagogical project and simulated activities.
METHODS: A narrative literature review, with search in Web of Science, PubMed, SciELO and Google Scholar databases, included articles published up to June 2017.
RESULTS: Medical simulation has been implemented in the health courses for training and assessment. Because of this implantation, many simulation centers have been created, involving a high cost for the construction as well as the maintenance. Many of the simulation centers have a low acceptance from teachers and students, letting them underused, especially when the methodology is not correctly implemented. The simulation centers will become important when they are aligned with the pedagogical planning. Planning a simulation center is a time-consuming task, which requires visiting another simulation center to avoid major adjustments afterwards. It is important to identify the target group and the usage of the simulation center on the pedagogical planning to define the number of users and the type of structure. Also, it is necessary to identify the type of simulators the simulation center will use. Faculty development and multiple disciplinary teams are required. The lack of faculty development is one of the reasons of the underuse of the simulation center. Besides faculty development, other ways of optimize the simulation center is research and partnership between medical school and hospital. Medical school will have funding opportunities and interaction with society. The hospital will qualify their employees and increase the safety of their patients. While conducting the budget, there is a need to consider all those points, since only the physical space and the simulators are not sufficient for a good simulation center.
CONCLUSIONS: The integration between education, research and assistance, and the alignment with the pedagogical project are of utmost importance for the use of simulation in healthcare, and essential for the development of new training and knowledge.
Downloads
References
Rosen KR. The history of medical simulation. J Crit Care. 2008;23(2):157-66. https://doi.org/10.1016/j.jcrc.2007.12.004
McGaghie WC. Mastery Learning: It Is Time for Medical Education to Join the 21st Century. Acad Med. 2015;90(11):1438-41. https://doi.org/10.1097/ACM.0000000000000911
Issenberg SB, McGaghie WC, Hart IR, Mayer JW, Felner JM, Petrusa ER, Waugh RA, Brown DD, Safford RR, Gessner IH, Gordon DL, Ewy GA. Simulation technology for health care professional skills training and assessment. JAMA. 1999;282(9):861-6. https://doi.org/10.1001/jama.282.9.861
Motola I, Devine LA, Chung HS, Sullivan JE, Issenberg SB. Simulation in healthcare education: a best evidence practical guide. AMEE Guide No. 82. Med Teach. 2013;35(10):e1511-30. https://doi.org/10.3109/0142159X.2013.818632
Weller JM. Simulation in undergraduate medical education: bridging the gap between theory and practice. Med Educ. 2004;38(1):32-8. https://doi.org/10.1111/j.1365-2923.2004.01739.x
McGaghie WC, Issenberg SB, Barsuk JH, Wayne DB. A critical review of simulation-based mastery learning with translational outcomes. Med Educ. 2014 04;48(4):375-85. http://doi.org/10.1111/medu.12391
Swamy M, Searle RF. Anatomy teaching with portable ultrasound to medical students. BMC Med Educ. 2012;12(1):99. https://doi.org/10.1186/1472-6920-12-99
Tshibwabwa ET, Groves HM. Integration of ultrasound in the education programme in anatomy. Med Educ. 2005;39(11):1148. https://doi.org/10.1111/j.1365-2929.2005.02288.x
Mitchell EL, Arora S. How educational theory can inform the training and practice of vascular surgeons. J Vasc Surg. 2012;56(2):530-7. https://doi.org/10.1016/j.jvs.2012.01.065
Anderson JM, Warren JB. Using simulation to enhance the acquisition and retention of clinical skills in neonatology. Semin Perinatol. 2011;35(2):59-67. https://doi.org/10.1053/j.semperi.2011.01.004
Rauen CA. Simulation as a teaching strategy for nursing education and orientation in cardiac surgery. Crit Care Nurse. 2004:24(3):46-51.
Dias RD, Neto AS. Stress levels during emergency care: A comparison between reality and simulated scenarios. J Crit Care. 2016;33:8-13. https://doi.org/10.1016/j.jcrc.2016.02.010
Giovinco NA, Dunn SP, Dowling L, Smith C, Trowell L, Ruch JA, Armstrong DG. A novel combination of printed 3-dimensional anatomic templates and computer-assisted surgical simulation for virtual preoperative planning in Charcot foot reconstruction. J Foot Ankle Surg. 2012;51(3):387-93. https://doi.org/10.1053/j.jfas.2012.01.014
Cheung CL, Looi T, Lendvay TS, Drake JM, Farhat WA. Use of 3-dimensional printing technology and silicone modeling in surgical simulation: development and face validation in pediatric laparoscopic pyeloplasty. J Surg Educ. 2014;71(5):762-7. https://doi.org/10.1016/j.jsurg.2014.03.001
Klein GT, Lu Y, Wang MY. 3D printing and neurosurgery--ready for prime time? World Neurosurg. 2013;80(3-4):233-5. https://doi.org/10.1016/j.wneu.2013.07.009
Rengier F, Mehndiratta A, von Tengg-Kobligk H, Zechmann CM, Unterhinninghofen R, Kauczor HU, Giesel FL. 3D printing based on imaging data: review of medical applications. Int J Comput Assist Radiol Surg. 2010;5(4):335-41. https://doi.org/10.1007/s11548-010-0476-x
Joyce BR, Showers B. Student achievement through staff development. Alexandria, VA: Association for Supervision and Curriculum Development: 2002.
Brandão C, Collares C, Cecilio-Fernandes D. Simuladores, Pacientes Padronizados e Híbridos. In: Neto A, Fonseca A, Brandão C, editors. Simulação Realística e Habilidades na Saúde. 1st ed. São Paulo: Atheneu; 2017. p. 23-30.
Harden RM, Gleeson F. Assessment of clinical competence using an objective structured clinical examination (OSCE). Med Educ. 1979;13(1):39-54. https://doi.org/10.1111/j.1365-2923.1979.tb00918.x
Martin JA, Regehr G, Reznick R, MacRae H, Murnaghan J, Hutchison C, Brown M. Objective structured assessment of technical skill (OSATS) for surgical residents. Br J Surg. 1997;84(2):273-8. https://doi.org/10.1002/bjs.1800840237
Cook Da, Zendejas B, Hamstra SJ, Hatala R, Brydges R. What counts as validity evidence? Examples and prevalence in a systematic review of simulation-based assessment. Adv Health Sci Educ Theory Pract. 2013;19(2)233-50. http://doi.org/10.1007/s10459-013-9458-4
Brandão CS, Fernandes DC, Collares CF, Fernandes GR, Marin HF. Translation and back-translation of the TeamSTEPPS® teamwork assessment tool for use in simulation teaching in Brazil. Sci Med. 2016;26(4):24622. https://doi.org/10.15448/1980-6108.2016.4.24622
Cook DA, Hamstra SJ, Brydges R, Zendejas B, Szostek JH, Wang AT, Erwin PJ, Hatala R. Comparative effectiveness of instructional design features in simulation-based education: systematic review and meta-analysis. Med Teach. 2013;35(1):e867-98. https://doi.org/10.3109/0142159X.2012.714886
Downloads
Published
How to Cite
Issue
Section
License
Copyright
The submission of originals to Scientia Medica implies the transfer by the authors of the right for publication. Authors retain copyright and grant the journal right of first publication. If the authors wish to include the same data into another publication, they must cite Scientia Medica as the site of original publication.
Creative Commons License
Except where otherwise specified, material published in this journal is licensed under a Creative Commons Attribution 4.0 International license, which allows unrestricted use, distribution and reproduction in any medium, provided the original publication is correctly cited.
