MEDICAL SIMULATORS Division

Complete solutions for simulation and simulation centers

Thanks to the remarkable development of technological solutions, today, the range of medical simulators allows practicing most of the clinical and surgical procedures, from basic techniques to complex and accurate interventions, such as neurosurgical interventions.

Medical simulation can be used for teaching purposes, as well as for evaluation, being an objective instrument for quantifying the evolution of medical personnel in their professional development.

Important clinical studies have been made in the last ten years, that demonstrated significant improvement in the medical act through simulation, and also an important decrease in mal-praxis lawsuit costs. This is what drove universities and medical centers to adopt medical simulation as part of their education and certification process.

Primitive forms of medical simulation are practiced ever since ancient times. Anatomical models were discovered in many cultures and almost throughout all the continents. Clay and stone representations were used to show disease evolution and their effects on humans.

Madame Du Coudray, a famous woman living in the 18th century, can be considered a precursor in simulation, as she dedicated her whole life to educating mid-wives. In 1759, Louis the 15th named Madame Du Coudray “national mid-wife”. Her duty was to travel around the country and train mid-wives throughout the territory, having as main objective infantile mortality decrease in France. Madame Du Coudray presented her own theories using the “machine” – a model representing the pelvis, the fetus and the placenta.

MEDICAL SIMULATION

Based on the Miller’s Pyramid 1990 according to the simulation levels proposed by Guillaume Alinier, University of Hertfordshire, UK*

DOES

SHOWS

KNOWS HOW

KNOWS

KN

OW

LED

GE

SK

ILLS

ATTITU

DES

Novice

Expert

Cong

nitio

n

LEVEL 0

LEVEL 1

LEVEL 1LEVEL 3

LEVEL 3LEVEL 4

LEVEL 4LEVEL 5

LEVEL 2

Beha

viou

r

(Knowledge)

(Competencies)

(Results)

(Action)

Real situation

Increase of the fidelity / realism

and the complexity of the sim

ulation

MEDICAL SIMULATION APPLIED TO EDUCATIONAL LEVELS

PHYSIC

IANS

STUDENTS

NURSES

MEDICAL TEAM

INSTRUCTOR

PATIENT

ACTO

R

ANIMATION PROGRAM

SIMULATO

R

Medical act

Feedback

SCENARIO

WORK ENVIROMENT

Debriefing

© TEHNOPLUS MEDICAL

THE BEGINNINGS OF SIMULATION SIMULATION NOWADAYS

Level 0 Level 1 Level 2 Level 3 Level 4 Level 5

Acquiring knowledge

Acquiring skills and basic maneuvers clinically used

Strengthening theoretical and practical medical knowledge.

Developing basic and advanced surgical skills through electronic medical simulation (virtual reality, screen-based simulation).

Strengthening and integrating fundamental clinical skills and maneuvers, by applying them into a clinical context.

Developing advanced clinical skills.

Demonstrating basic and advanced clinical skills.

Developing non-technical skills (communication, team spirit, coordinating skills, decision making management).

Integrating all skills in simulation scenarios, under the instructor's guidance.

Integrating all knowledge and skills by demonstrating them through: - procedural correct execution-respecting the recommended time-assuming and evaluating the decisionConfronting emergency situations, rarely encountered in a clinical environment.Simulation scenarios guided by the trainee.

Developed skills

Cognitive Psychomotor CognitivePsychomotor

Psychomotor, cognitive and interpersonal

Psychomotor, cognitive and interpersonal

Psychomotor, cognitive and interpersonal

Simulation methods/ type of used simulator

u

E.g.: written clinical cases

Written evaluation

u

E.g.: didactic mannequin – arm for performing IV maneuvers

simulators (Task-trainer)

Procedural u

E.g.: interactive program for performing anesthesiavE.g.: hi-end consoles for laparoscopy, endoscopy and virtual bronchoscopy

Computer simulation (screen-based simulation): software, educational videos.

Virtual reality

uv

E.g.: nursing simulators, CPR (BLS) simulators

simulators

Role playing Low-fidelity

uE.g.: CPR (ALS) simulators

Medium-fidelity simulators u

E.g.: completely responsive and wireless controlled simulators

High-fidelity advanced simulators

Place Class rooms Clinical skills room or class room

Multimedia lab / computers or class room

Depending on the scenario

Advanced clinical skills class room or simulation center

Realistic simulation center (with OR, ICU etc) with recording and debriefing audio-video system

Advantages No special equipment necessary.A single instructor

Mobile and accessible equipment.A single instructor for a large number of students.Spares the patient of discomfort.

A single instructor for a large number of students.Individual learning.Performance related feedback

Very realistic experience.Improving non-technical skills.Access to patient history.Multi-professional training.

Very realistic experience. Acquiring a large spectrum of skills.Results can be recorded and discussed.Multi-professional training.Tetherless and fully portable simulators.

Very realistic experience. Acquiring a large spectrum of skills.Recorded results can be analyzed later on.Multi-professional training.Compatibility with real monitoring and therapy equipment.

Purpose

Simulation level*

A simulation act is a practical experience that convincingly reproduces an event or a set of real life conditions.

in medicine, simulation is more than using certain products that help trainees develop and exercise their technical abilities. It includes numerous aspects that are the basis of gradual professional evolution stages (see table below), that cannot be summarized in just one single definition.

The final purpose of any simulation form is to facilitate the integration of healthcare professionals into the clinical reality and to prepare them psychologically for managing emergency situations. This is achieved through increasing confidence in one's strengths and decisions and improving team work.

Applied

*Source: “A typology of educationally focused medical simulation tools”, Guillaume Alinier

Thanks to the remarkable development of technological solutions, today, the range of medical simulators allows practicing most of the clinical and surgical procedures, from basic techniques to complex and accurate interventions, such as neurosurgical interventions.

Medical simulation can be used for teaching purposes, as well as for evaluation, being an objective instrument for quantifying the evolution of medical personnel in their professional development.

Important clinical studies have been made in the last ten years, that demonstrated significant improvement in the medical act through simulation, and also an important decrease in mal-praxis lawsuit costs. This is what drove universities and medical centers to adopt medical simulation as part of their education and certification process.

Primitive forms of medical simulation are practiced ever since ancient times. Anatomical models were discovered in many cultures and almost throughout all the continents. Clay and stone representations were used to show disease evolution and their effects on humans.

Madame Du Coudray, a famous woman living in the 18th century, can be considered a precursor in simulation, as she dedicated her whole life to educating mid-wives. In 1759, Louis the 15th named Madame Du Coudray “national mid-wife”. Her duty was to travel around the country and train mid-wives throughout the territory, having as main objective infantile mortality decrease in France. Madame Du Coudray presented her own theories using the “machine” – a model representing the pelvis, the fetus and the placenta.

MEDICAL SIMULATION

Based on the Miller’s Pyramid 1990 according to the simulation levels proposed by Guillaume Alinier, University of Hertfordshire, UK*

DOES

SHOWS

KNOWS HOW

KNOWS K

NO

WLE

DG

E

SK

ILLS

ATTITU

DES

Novice

ExpertCo

ngni

tion

LEVEL 0

LEVEL 1

LEVEL 1LEVEL 3

LEVEL 3LEVEL 4

LEVEL 4LEVEL 5

LEVEL 2

Beha

viou

r

(Knowledge)

(Competencies)

(Results)

(Action)

Real situation

Increase of the fidelity / realism

and the complexity of the sim

ulation

MEDICAL SIMULATION APPLIED TO EDUCATIONAL LEVELS

PHYSIC

IANS

STUDENTS

NURSES

MEDICAL TEAM

INSTRUCTOR

PATIENT

ACTO

R

ANIMATION PROGRAM

SIMULATO

R

Medical act

Feedback

SCENARIO

WORK ENVIROMENT

Debriefing

© TEHNOPLUS MEDICAL

THE BEGINNINGS OF SIMULATION SIMULATION NOWADAYS

Level 0 Level 1 Level 2 Level 3 Level 4 Level 5

Acquiring knowledge

Acquiring skills and basic maneuvers clinically used

Strengthening theoretical and practical medical knowledge.

Developing basic and advanced surgical skills through electronic medical simulation (virtual reality, screen-based simulation).

Strengthening and integrating fundamental clinical skills and maneuvers, by applying them into a clinical context.

Developing advanced clinical skills.

Demonstrating basic and advanced clinical skills.

Developing non-technical skills (communication, team spirit, coordinating skills, decision making management).

Integrating all skills in simulation scenarios, under the instructor's guidance.

Integrating all knowledge and skills by demonstrating them through: - procedural correct execution-respecting the recommended time-assuming and evaluating the decisionConfronting emergency situations, rarely encountered in a clinical environment.Simulation scenarios guided by the trainee.

Developed skills

Cognitive Psychomotor CognitivePsychomotor

Psychomotor, cognitive and interpersonal

Psychomotor, cognitive and interpersonal

Psychomotor, cognitive and interpersonal

Simulation methods/ type of used simulator

u

E.g.: written clinical cases

Written evaluation

u

E.g.: didactic mannequin – arm for performing IV maneuvers

simulators (Task-trainer)

Procedural u

E.g.: interactive program for performing anesthesiavE.g.: hi-end consoles for laparoscopy, endoscopy and virtual bronchoscopy

Computer simulation (screen-based simulation): software, educational videos.

Virtual reality

uv

E.g.: nursing simulators, CPR (BLS) simulators

simulators

Role playing Low-fidelity

uE.g.: CPR (ALS) simulators

Medium-fidelity simulators u

E.g.: completely responsive and wireless controlled simulators

High-fidelity advanced simulators

Place Class rooms Clinical skills room or class room

Multimedia lab / computers or class room

Depending on the scenario

Advanced clinical skills class room or simulation center

Realistic simulation center (with OR, ICU etc) with recording and debriefing audio-video system

Advantages No special equipment necessary.A single instructor

Mobile and accessible equipment.A single instructor for a large number of students.Spares the patient of discomfort.

A single instructor for a large number of students.Individual learning.Performance related feedback

Very realistic experience.Improving non-technical skills.Access to patient history.Multi-professional training.

Very realistic experience. Acquiring a large spectrum of skills.Results can be recorded and discussed.Multi-professional training.Tetherless and fully portable simulators.

Very realistic experience. Acquiring a large spectrum of skills.Recorded results can be analyzed later on.Multi-professional training.Compatibility with real monitoring and therapy equipment.

Purpose

Simulation level*

A simulation act is a practical experience that convincingly reproduces an event or a set of real life conditions.

in medicine, simulation is more than using certain products that help trainees develop and exercise their technical abilities. It includes numerous aspects that are the basis of gradual professional evolution stages (see table below), that cannot be summarized in just one single definition.

The final purpose of any simulation form is to facilitate the integration of healthcare professionals into the clinical reality and to prepare them psychologically for managing emergency situations. This is achieved through increasing confidence in one's strengths and decisions and improving team work.

Applied

*Source: “A typology of educationally focused medical simulation tools”, Guillaume Alinier

§

§Complete solutions for building the infrastructure and equipping the centre with installation and medical equipment

§Complete solutions for running a simulation center

Ø Endowment of the centre with simulation equipment

§ Family of innovative simulators with wireless control

§ Medical simulators for basic, intermediate and advanced clinical skills training

§ Medical simulators for basic, intermediate and advanced surgical skills training

§ Virtual reality systems with haptic feedback for laparoscopy, hysteroscopy and arthroscopy

§ Ultrasound training simulators and phantoms for medical imaging simulation

§ Virtual reality multidisciplinary simulators with haptic feedback

§ Advanced software solutions for simulation

§ Audio-video systems for debriefinging

ØConsultancy for planning, organizing and implementing simulation activities for continuous professional development

Consultancy and design for planning, building or extending a simulation center

DEBRIEFING B

AMBULANCE

EMERGENCY

STREET

I.C.U.

SK

ILLS S

TATION

S

DEBRIEFING B

Complete solutions for simulation and simulation centers

TEHNOPLUS MEDICAL SRL1st. Odobeºti Street, District 3, BucharestPhone: +40213485272Fax: +40372872626Mobile: +40737297363www.tehnoplus.ro • tehnoplus@tehnoplus.ro

B_DSM_EN_Ed. 1_01.2014

§I.C.U.

§Cardiology

§General Surgery

§Pediatric Surgery

§Cardiovascular Surgery

§Gastroenterology

§Geriatrics and Gerontology

§Family Medicine

§Emergency Medicine

§Internal Medicine

§Neonatology

§Neurology

§Obstetrics and Gynecology

§Ophthalmology

§Medical Oncology

§Orthopedics and Traumatology

§E.N.T.

§Pediatrics

§Pneumology

§Radiology and medical imaging

§Urology

§Nursing care

The medical simulators range addresses to the following medical specialties:

... quality for life