Simulation in Medical Education for the Hospitalist: Moving Beyond the Mock Code

https://doi.org/10.1016/j.pcl.2019.03.014Get rights and content

Section snippets

Key points

  • •

    The need for simulation in inpatient education has intensified within the last decade because of decreased patient care exposure and increased health care system complexities.

  • •

    Simulation uses 4 main modalities: human patient simulators, task trainers, standardized patients, and virtual reality, to provide structured clinical experiences without endangering patients.

  • •

    As an educational strategy, simulation should fill a curriculum gap. Goals and objectives must be developed, and the simulation

Background

The widespread need for simulation in medical education, particularly in the inpatient setting, reflects the recognition that there is decreased time for training as well as decreased length of hospital stay, both of which lead to less exposure to clinical situations. In addition, there is increasing complexity in the health care system, with constantly evolving new technologies, which requires advanced training. Finally, the patient safety movement has highlighted that learners need more

Best practices for implementation

In the next section, the authors discuss the application of simulation to the following curricular needs for the inpatient hospitalist: communication skills, interprofessional education (IPE), clinical reasoning, procedural training, and patient safety.

Summary

The use of simulation in inpatient medical education has grown over the last few decades based on an evolution in health care and training, which has led to decreased learner exposure to clinical situations, increased medical and technological complexity, and enhanced focus on patient safety vulnerabilities. As a result of these trends, educators have been tasked to build learner knowledge, skills, and attitudes through experiential learning with the goal of improving patient care.

Using

First page preview

First page preview
Click to open first page preview
View PDF

References (66)

  • J. O'Leary et al.

    Standard instruction versus simulation: educating registered nurses in the early recognition of patient deterioration in paediatric critical care

    Nurse Educ Today

    (2016)
  • D. Niles et al.

    “Rolling Refreshers”: a novel approach to maintain CPR psychomotor skill competence

    Resuscitation

    (2009)
  • P. Bradley

    The history of simulation in medical education and possible future directions

    Med Educ

    (2006)
  • L. Clerihew et al.

    Simulation in paediatric training

    Arch Dis Child Educ Pract Ed

    (2016)
  • S.B. Issenberg et al.

    Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review

    Med Teach

    (2005)
  • J.B. Cooper et al.

    A brief history of the development of mannequin simulators for clinical education and training

    Qual Saf Health Care

    (2004)
  • P. Dieckmann et al.

    Deepening the theoretical foundations of patient simulation as social practice

    Simul Healthc

    (2007)
  • In: Lopreiato JOE, Downing D, Gammon W, and the Terminology & Concepts Working Group, et al, editors. Healthcare...
  • M. Rall et al.

    Patient simulation

  • I. Motola et al.

    Simulation in healthcare education: a best evidence practical guide. AMEE Guide No. 82

    Med Teach

    (2013)
  • G. Alinier

    Developing high-fidelity health care simulation scenarios: a guide for educators and professionals

    Simul Gaming

    (2010)
  • L.E. Benishek et al.

    The template of events for applied and critical healthcare simulation (TEACH Sim) a tool for systematic simulation scenario design

    Simul Healthc

    (2015)
  • M.A. Seropian

    General concepts in full scale simulation: getting started

    Anesth Analg

    (2003)
  • P. Dieckmann et al.

    When things do not go as expected: scenario life savers

    Simul Healthc

    (2010)
  • J.W. Rudolph et al.

    Establishing a safe container for learning in simulation: the role of the presimulation briefing

    Simul Healthc

    (2014)
  • R. Simon et al.

    Debriefing assessment for simulation in healthcare (DASH) Rater’s handbook

    (2009)
  • R.G. Fanning et al.

    The role of debriefing in simulation-based learning

    Simul Healthc

    (2007)
  • J.S. Rudolph et al.

    There’s no such thing as “nonjudgmental” debriefing: a theory and method for debriefing with good judgment

    Simul Healthc

    (2006)
  • T. Sawyer et al.

    More than one way to debrief: a critical review of healthcare simulation debriefing methods

    Simul Healthc

    (2016)
  • W. Eppich et al.

    Promoting excellence and reflective learning in simulation (PEARLS): development and rationale for a blended approach to health care simulation debriefing

    Simul Healthc

    (2015)
  • G.L. Savoldelli et al.

    Value of debriefing during simulated crisis management

    Anesthesiology

    (2006)
  • P. Jaye et al.

    'The Diamond': a structure for simulation debrief

    Clin Teach

    (2015)
  • P. Phrampus et al.

    Debriefing using a structured and supported approach

    • Disclosure Statement: Dr S. Calaman holds stock options and has done consulting work for the I-PASS Patient Safety Institute. The I-PASS Patient Safety Institute is a company that seeks to train institutions in best handoff practices and aid in their implementation.

    View full text
    © 2019 Elsevier Inc. All rights reserved.