ABSTRACT
Background
Simulation-based medical education
enables knowledge, skills and attitudes to be acquired
for all healthcare professionals in a safe, educationally
orientated and efficient manner. Procedure-based skills,
communication, leadership and team working can be
learnt, be measured and have the potential to be used as
a mode of certification to become an independent
practitioner.
Results
Simulation-based training initially began with
life-like manikins and now encompasses an entire
range of systems, from synthetic models through to
high fidelity simulation suites. These models can also be
used for training in new technologies, for the application
of existing technologies to new environments and
in prototype testing. The level of simulation must be
appropriate to the learners’ needs and can range from
focused tuition to mass trauma scenarios. The
development of simulation centres is a global
phenomenon which should be encouraged, although
the facilities should be used within appropriate
curricula that are methodologically sound and
cost-effective.
Discussion
A review of current techniques reveals that
simulation can successfully promote the competencies of
medical expert, communicator and collaborator. Further
work is required to develop the exact role of simulation
as a training mechanism for scholarly skills,
professionalism, management and health advocacy.