Simulation-based education

Simulation-based education (SBE) has been introduced as an efFective method for training healthcare workers [1]. SBE can improve patient safety in healthcare facilities in different ways, particularly if used in individual skills [2]. As a result of the proven efficacy of SBE, there has been an increased number of simulation centers worldwide. These centers have various visions, purposes, and functionahties. Most of them are tailored to deliver education to particular healthcare giver categories or undergraduate trainees, with the end result being better training, reduced medical errors, and thus improved patient safety and quality of care in many medical domains. 

The simulation hospital is a novel approach in simulation-based education that can train all categories of healthcare workers under one roof It is characterized by exceptional design where medical and educational engineering standards are blended together. When supported by well-structured curricula, a simulation hospital can be the model for future medical training. 

Ahya SN, Barsuk JH, Cohen JR, et al Clinical performance and skill retention after simulation-based education for nephrology fellows. Semin Dial 2012 25 470-473. 

Reigeluth, C.M., Schwartz, E. A prescriptive theory for the design of computer-based educational simulations. Journal of Computer-based Instructional Systems, 16(1 ). (1989, winter). 

Ziv A, Wolpe P, Small S, Click S. Simulation-based medical education an ethical imperative. Acad Med 2003 78 783-8. 

Issenberg SB, Chung HS, Devine LA. Patient safety training simulations based on competency criteria of the Accreditation Council for Graduate Medical Education. Mt Sinai J Med 2011 78(6) 842-53. 

Michelson JD, Manning L. Competency assessment in simulation-based procedural education. Am J Surg October 2008 196(4) 609-15. 

The results of this simulator-based study reveal that while low-level eognitive skills, such as those needed for the PVT are vulnerable to the effects of fatigue, the fatigue-related effects of shift work do not impact on the perceived stress, or indeed the heart rate variability of anaesthetic registrars. That is, fatigue seemed to affect some aspects of performance, but did not increase stress in the participants. Since it is possible that the fatigue may have off-set some of the potential stress, it can be concluded that there is still a need for formal education on fatigue-related error in anaesthesia. 

Regan, M. A., Triggs, T. J., and Godley, S. T. 2000. Simulator-based evaluation of the DriveSmart novice driver CD-ROM training product. In Proceedings of the 2000 Road Safety Research, Policing and Education Conference. Brisbane, Australia, pp. 315-319. 

Before ab initio potential energy surfaces became available, usually the interaction potential between the molecule and the surface had been based on educated guesses or simplified model potentials. Since the complexity of a PES increases significantly with its dimensionality, guessing a, e.g. six-dimensional realistic PES for a diatomic molecule in front of a surface is almost impossible. Low-dimensional simulations can still yield important qualitative insights in certain aspects of the adsorption/ desorption dynamics [4], but they do not allow the quantitative determination of reaction probabilities. Moreover, certain qualitative mechanisms are only operative in a realistic multidimensional treatment. 

The obvious question is this What conditions should be imposed Without a molecular or microscopic theory for guidance, there is no deductive route to answer this question. The application of boundary conditions then occupies a position in continuum mechanics that is analogous to the derivation of constitutive equations in the sense that only a limited number of these conditions can be obtained from fundamental principles. The rest represent an educated guess based to a large extent on indirect comparisons with experimental data. In recent years, insights developed from molecular dynamics simulations of relatively simple... 

McKinney, W.J. (1997). The educational use of computer-based Science simulations Some lessons from the philosophy of science. Science Education, 6, 591-603. 

Based on the results of the study, educators can base their future course design plans to blend different teaching methods to better engage students and cater for different student learning styles. Educators would have access to real evaluation data of discussion fomms and in-class simulation exercises to model their classes after. 

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