Simulation in medical education

Alexis Battista, Debra Nestel

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

14 Scopus citations

Abstract

Simulation-based learning (SBL) is regularly integrated into the undergraduate curriculum of diverse health professions education programmes where students learn diverse clinical skills, such as patient assessment, procedural skills, and teamwork. Establishing well-defined goals is central to the simulation instructional design process and should be done early on because it helps inform later decisions about which simulation method and modalities to use and helps inform decisions about assessment and feedback. Designing a simulation activity or curriculum also requires considering which simulation method(s) will best support the goals and objectives outlined at the beginning. This chapter presents a comparison of skills-based and scenario-based simulations, looking at reasons for use, common examples, and rules of participation that should be considered when designing a course or curriculum that integrates SBL. Some common applications of SBL include supporting patient safety and quality programmes, skills training and competency assessment, ameliorating clinical teaching constraints, and supporting the development of interprofessional collaborative practice.

Original languageEnglish
Title of host publicationUnderstanding Medical Education
Subtitle of host publicationEvidence, Theory, and Practice
Publisherwiley
Pages151-162
Number of pages12
ISBN (Electronic)9781119373780
ISBN (Print)9781119373827
DOIs
StatePublished - 5 Oct 2018
Externally publishedYes

Keywords

  • Clinical teaching
  • Competency assessment
  • Health professions education programmes
  • Interprofessional collaborative practice
  • Peer-reviewed health care simulation
  • Scenario-based simulation
  • Simulation-based instructional design
  • Skills-based simulation

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