SBV Journal of Basic, Clinical and Applied Health Science

Register      Login

VOLUME 5 , ISSUE 4 ( October-December, 2022 ) > List of Articles

MEDICAL EDUCATION/CME

Simulation in Medical Education: Scope, Challenges, and Potential Solutions

Joelpreet Kaur

Keywords : Fidelity, Medical education, Simulation

Citation Information : Kaur J. Simulation in Medical Education: Scope, Challenges, and Potential Solutions. 2022; 5 (4):107-108.

DOI: 10.5005/jp-journals-10082-03167

License: CC BY-NC 4.0

Published Online: 18-08-2022

Copyright Statement:  Copyright © 2022; The Author(s).


Abstract

Gone are the days when medical education was focused on subjective learning through real-world patients. Simulation has revolutionized medical education as a whole. It is a form of learning to experience something without actually going through it in reality. It not only provides opportunities for medical students to learn from an event-based platform, but also makes them avoid errors in patient care without compromising patient safety. It promotes “hands-on” training for undergraduates from an earlier point in their education. Simulation was first introduced by Aviation industry and soon its benefits in medical education were explored. Simulation has brought about innovation in medical curriculum. It ensures laying emphasis on communication skills, team work, and decision-making along with inculcating ethical knowledge. Simulation is hence a tool to bridge the gap between classroom learning and patient care and promotes experience-based learning.


PDF Share
  1. Gaba DM. The future vision of simulation in health care. QualSaf Health Care 2004;13:i2–i10. DOI: 10.1136/qhc.13.suppl_1.i2.
  2. Choi W, Dyens O, Chan T, Schijven M, Lajoie S, Mancini ME, et al. Engagement and learning in simulation: recommendations of the Simnovate Engaged Learning Domain Group. BMJ Stel 2017; 3(Suppl. 1):S23–S32. DOI: 10.1136/bmjstel-2016-000177.
  3. Seropian MA, Brown K, Gavilanes JS, Driggers B. Simulation: not just a Manikin. J Nurs Educ 2004;43(4):164–169. DOI: 10.3928/01484834-20040401-04.
  4. Sood R, Adkoli BV. Medical education in India–problems and prospects. J Indian Acad Clin Med 2000;1:210–213.
  5. National Association of EMS Educators, U.S. Department of Transportation, US Department of Health and Human Services 2002 National Guidelines for educating EMS instructors, module 18: affective domain. Available from: www.nhtsa.dot.gov/people/injury/ems/Instructor/instructor_ems/2002_national_guidelines.htm [Last accessed on June 16, 2022].
  6. Alsuwaidi L, Kristensen J, Hk A, Al Heialy S. Use of simulation in teaching haematological aspects to undergraduate medical students improves student's knowledge related to the taught theoretical underpinnings. BMC Med Educ 2021;21(1):271.
  7. Elshama SS. How to apply simulation-based learning in medical education? Iberoamerican J Med 2020;2:79–86. DOI: 10.5281/zenodo.3685233.
PDF Share
PDF Share

© Jaypee Brothers Medical Publishers (P) LTD.