Medical schools and residencies are currently facing a shift in their teaching paradigm. The increasing amount of medical information and research makes it difficult for medical education to stay current in its curriculum. As patients become increasingly concerned that students and residents are ‘‘practicing’’ on them, clinical medicine is becoming focused more on patient safety and quality than on bed-side teaching and education. Educators have faced these challenges by restructuring curricula, developing small-group sessions, and increasing self-directed learning and independent research. Nevertheless, a disconnect still exists between the classroom and the clinical environment. Many students feel that they are inadequately trained in history taking, physical examination, diagnosis, and management. Medical simulation has been proposed as a technique to bridge this educational gap.
1. AN INTRODUCTION TO:
HUMAN PATIENT
SIMULATION
Prepared and Presented By:
David Hiltz, NREMT-P
and Rod Kimble, EMT-P
LEADERSHIP AND LEARNING
ARE INDISPENSIBLE TO EACH OTHER
JOHN FITZGERALD KENNEDY
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5. WHAT IS
HUMAN PATIENT SIMULATION?
The use of manikins to reproduce clinical scenarios for
the purpose of education, evaluation, or research.
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6. SIMULATION TECHNOLOGY
HISTORY AND PRECEDENTS
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9. Medical schools and residencies are currently facing a shift in
their teaching paradigm. The increasing amount of medical
information and research makes it difficult for medical
education to stay current in its curriculum. As patients become
increasingly concerned that students and residents are
‘‘practicing’’ on them, clinical medicine is becoming focused
more on patient safety and quality than on bed-side teaching
and education. Educators have faced these challenges by
restructuring curricula, developing small-group sessions, and
increasing self-directed learning and independent research.
Nevertheless, a disconnect still exists between the classroom
and the clinical environment. Many students feel that they are
inadequately trained in history taking, physical examination,
diagnosis, and management. Medical simulation has been proposed
as a technique to bridge this educational gap.
The utility of simulation in medical education: what is
the evidence?
Mt Sinai J Med. 2009 Aug;76(4):330-43.
doi: 10.1002/msj.20127.
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11. LOTS OF OPTIONS WHAT ARE THEY?
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13. COMPLIANCE AND COMPETENCY:
WHAT IS THE DIFFERENCE?
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14. SKILL / TASK TRAINERS
Useful for introducing or practicing psychomotor skills.
Lack situational context.
Varied levels of sophistication.
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15. MICRO-SIMULATION
Use of software to simulate a subject or situation on a computer screen.
Varied levels of sophistication.
Evidence-based. Includes a debriefing analysis and a review of their
actions.
Universal access.
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16. MANIKIN-BASED SIMULATION
Manikin Task Trainers
Resusci-Anne ™ / VitalSim ™
High-fidelity, computerized manikins with human functions.
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17. HIGH FIDELITY
HUMAN PATIENT SIMULATORS
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Outward appearance of reality.
May be enhanced by simulation specialists with props and make-up.
Cosmetic fidelity
Respond realistically to interventions.
Controlled by computer software programs individualized by simulation
specialists.
Response fidelity
18. HIGH FIDELITY HUMAN PATIENT
SIMULATORS
RESPONSE FIDELITY
Patient speaks to the participant.
Able to perform interventions with realistic
response.
IV insertion with blood return.
Chest tube insertion.
Endotracheal Intubation.
Physiologic responses.
Patient’s chest rises.
Patient has pulses, breath sounds, bowel sounds.
Hemodynamic parameters display on typical monitor
screens.
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20. FULL-SCALE
HUMAN PATIENT SIMULATION
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Manikin functions and hemodynamic monitor displays are controlled by the manikin’s
computer software.
Requires electrical power.
Requires compressed air to initiate manikin responses. e.g. pulses, chest rise,
breath sounds.
21. COMPUTER CONTROL AREA
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Control area should be hidden from participants.
Sight
Soundproof
Can be accomplished from the bathroom of a typical hospital room.
Formal simulation suites have a control room with a one way mirror.
22. USES OF
FULL-SCALE SIMULATION?
Crisis Management -Team Training
Interdisciplinary Training
Risk Management - Error Analysis and Avoidance
Basic Patient Care
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23. DEBRIEFING
Most powerful use of simulation includes a
debriefing session immediately after the
simulated event.
Facilitated by trained simulation specialists.
Participants self-assess and provide peer
assessment.
Provides opportunity for reflective learning.
May include observers as well as participants.
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25. WHAT DO YOU KNOW ABOUT DEBRIEFING?
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26. DISCUSS: VIDEO TAPING
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27. SHOULD ACLS AND PALS BE CONDUCTED IN
THE SIM LAB?
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28. WHAT IS A CPR FRACTION?
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“Enthusiasm is one of the most powerful engines of success. When you
do a thing, do it with all your might. Put your whole soul into it.
Stamp it with your own personality. Be active, be energetic, be
enthusiastic and faithful, and you will accomplish your object.
Nothing great was ever achieved without enthusiasm.”
30. DOES THIS FIT ANYWHERE?
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32. N S?
TIO
U ES
Q
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Notas do Editor
Synopsis of the patient situation and then asked to perform based up their observations. Mannequin talks to them and there can be cohorts in the room to help suspend disbelief. After the scenario is completed, the group then enters into a debriefing session where their performance is discussed. This can be used for evaluations or reflective learning opportunities .