Simulation-Based Healthcare Education, Does it Yield Some Results? By Rasha Samaha Concordia University Graduate Symposium 2012

What is Simulation? A technique or an educational tool

with guided experiences that

place the learner or practitioner in a

situation replica of the real one in a fully interactive manner

Airway Intubation Laceration Suturing CP Resuscitation

Fracture/ Dislocation Reduction

Chest Tube

Managing a Bleeding Site

Simulation vs. Live Patient Training

• Increased risk of complications Ethical • Life models can be very expensive

to recruit Financial

•  Inefficient: Resident can’t repeat the exercise to master the skill

• Lacks the opportunity to experience complications

• Can’t practice certain procedures (CVP)

• Time availability of patient and instructor

Practical

Characteristics of Simulation Instruction

� Leaner centered � Consistent with the learning outcomes � Skills’ mastery �  Interactive problem-based learning

!

Strengths

Safe Learning Environment

Self Motivating

Accessible

Team work interaction

Time management,

Self-paced

Weaknesses

Complex building process

Sizable Budget

Numerous resources

Constant upgrading

Mechanical and technical

errors

Training Resources

Trained Educators Curriculum Issenberg

(2006)

References �  Alinier, G., Hunt, W. & Gordon R. (2004). Determining the value of

simulation in nurse education: study design and initial results. Journal of Nurse Education in Practice; 4(3): 200-207.

�  Axelrod, R. (2003). Advancing the Art of Simulation in the Social Sciences. Forthcoming in a special issue on agent-based modeling in the Japanese Journal for Management Information Systems; pp.: 1-19.

�  Gaba, D. (2004). The future vision of simulation in health care. Qual Saf Health Care; 13 (1): i2–i10.

�  Issenberg, S. (2006). The Scope of Simulation-based Healthcare Education. Simulation in Healthcare. The Journal of the Society for Simulation in Healthcare; (1) 4: 203-208.

�  Mariko, M. (2003). Quality of care and the demand for health services in Bamako, Mali: the specific roles of structural, process, and outcome components. Jrnl of Social Science & Medicine; 56 (6): 1183-1196.

�  Miller, G. (1990). The Assessment of Clinical Skills/Competence/Performance. Academic Medicine; 65 (9): 63-67.

�  Mohandas, K. (n.d.). Introduction to simulation. Retrieved on (Dec5, 2011) from: www.nalanda.nitc.ac.in/nitcresources/ee/lectures/mohandas/Simulationkpm.pdf

�  Pstore, R. (2003). Modification to Dale’s Cone of Experience. Principles of Teaching Bloomsburg University. Bloomsburg, PA.