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      Medical simulation-based education improves medicos' clinical skills

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          Abstract

          Clinical skill is an essential part of clinical medicine and plays quite an important role in bridging medicos and physicians. Due to the realities in China, traditional medical education is facing many challenges. There are few opportunities for students to practice their clinical skills and their dexterities are generally at a low level. Medical simulation-based education is a new teaching modality and helps to improve medicos' clinical skills to a large degree. Medical simulation-based education has many significant advantages and will be further developed and applied.

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          Simulation technology for health care professional skills training and assessment.

          J M Felner, Geoffrey D. Brown, William C. McGaghie … (1999)
          Changes in medical practice that limit instruction time and patient availability, the expanding options for diagnosis and management, and advances in technology are contributing to greater use of simulation technology in medical education. Four areas of high-technology simulations currently being used are laparoscopic techniques, which provide surgeons with an opportunity to enhance their motor skills without risk to patients; a cardiovascular disease simulator, which can be used to simulate cardiac conditions; multimedia computer systems, which includes patient-centered, case-based programs that constitute a generalist curriculum in cardiology; and anesthesia simulators, which have controlled responses that vary according to numerous possible scenarios. Some benefits of simulation technology include improvements in certain surgical technical skills, in cardiovascular examination skills, and in acquisition and retention of knowledge compared with traditional lectures. These systems help to address the problem of poor skills training and proficiency and may provide a method for physicians to become self-directed lifelong learners.
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            See one, do one, teach one: advanced technology in medical education.

            John Vozenilek, J Huff, Martin A Reznek … (2004)
            The concept of "learning by doing" has become less acceptable, particularly when invasive procedures and high-risk care are required. Restrictions on medical educators have prompted them to seek alternative methods to teach medical knowledge and gain procedural experience. Fortunately, the last decade has seen an explosion of the number of tools available to enhance medical education: web-based education, virtual reality, and high fidelity patient simulation. This paper presents some of the consensus statements in regard to these tools agreed upon by members of the Educational Technology Section of the 2004 AEM Consensus Conference for Informatics and Technology in Emergency Department Health Care, held in Orlando, Florida. Web-based teaching: 1) Every ED should have access to medical educational materials via the Internet, computer-based training, and other effective education methods for point-of-service information, continuing medical education, and training. 2) Real-time automated tools should be integrated into Emergency Department Information Systems [EDIS] for contemporaneous education. Virtual reality [VR]: 1) Emergency physicians and emergency medicine societies should become more involved in VR development and assessment. 2) Nationally accepted protocols for the proper assessment of VR applications should be adopted and large multi-center groups should be formed to perform these studies. High-fidelity simulation: Emergency medicine residency programs should consider the use of high-fidelity patient simulators to enhance the teaching and evaluation of core competencies among trainees. Across specialties, patient simulation, virtual reality, and the Web will soon enable medical students and residents to... see one, simulate many, do one competently, and teach everyone.
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              Value of debriefing during simulated crisis management: oral versus video-assisted oral feedback.

              S Hamstra, V Girish Naik, Jason Park … (2006)
              The debriefing process during simulation-based education has been poorly studied despite its educational importance. Videotape feedback is an adjunct that may enhance the impact of the debriefing and in turn maximize learning. The purpose of this study was to investigate the value of the debriefing process during simulation and to compare the educational efficacy of two types of feedback, oral feedback and videotape-assisted oral feedback, against control (no debriefing). Forty-two anesthesia residents were enrolled in the study. After completing a pretest scenario, participants were randomly assigned to receive no debriefing, oral feedback, or videotape-assisted oral feedback. The debriefing focused on nontechnical skills performance guided by crisis resource management principles. Participants were then required to manage a posttest scenario. The videotapes of all performances were later reviewed by two blinded independent assessors who rated participants' nontechnical skills using a validated scoring system. Participants' nontechnical skills did not improve in the control group, whereas the provision of oral feedback, either assisted or not assisted with videotape review, resulted in significant improvement (P < 0.005). There was no difference in improvement between oral and video-assisted oral feedback groups. Exposure to a simulated crisis without constructive debriefing by instructors offers little benefit to trainees. The addition of video review did not offer any advantage over oral feedback alone. Valuable simulation training can therefore be achieved even when video technology is not available.
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                Author and article information

                Journal
                Journal ID (nlm-ta): J Biomed Res
                Journal ID (iso-abbrev): J Biomed Res
                Journal ID (publisher-id): JBR
                Title: Journal of Biomedical Research
                Publisher: Editorial Department of Journal of Biomedical Research
                ISSN (Print): 1674-8301
                Publication date (Print): March 2013
                Publication date (Electronic): 24 December 2012
                Volume: 27
                Issue: 2
                Pages: 81-84
                Affiliations
                [a ]Department of Surgery, The First School of Clinical Medicine, Nanjing Medical University, Nanjing, Jiangsu 210000, China;
                [b ]Department of General Surgery, Anhui Province Hospital, Hefei, Anhui 230001, China
                Author notes
                [✉ ]Corresponding author: Hai Wang, M.D., Ph.D., Department of Surgery, the First School of Clinical Medicine, Nanjing Medical University, 300 Guangzhou Road, Nanjing, Jiangsu 210000, China. Tel: +86-13951776992, E-mail: wangherry@ 123456hotmail.com .

                The authors reported no conflict of interests.

                Article
                Publisher ID: jbr-27-02-081
                DOI: 10.7555/JBR.27.20120131
                PMC ID: 3602866
                PubMed ID: 23554799
                SO-VID: c03c8670-bea2-46b9-ba9c-9c53a7927108
                Copyright © © 2013 by the Journal of Biomedical Research. All rights reserved.
                License:

                This work is licensed under a Creative Commons Attribution 3.0 Unported License. To view a copy of this license, visit http://creativecommons.org/licenses/by/3.0/

                History
                Date received : 11 October 2012
                Date revision received : 19 November 2012
                Date accepted : 3 December 2012
                Categories
                Subject: Perspective

                Keywords: medical simulation-based education,medicos,clinical skills
                Data availability:
                Keywords: medical simulation-based education, medicos, clinical skills

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