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Simulation Based Medical Education.pptx
- 1. Simulation Based MedicalEducation FDT 2021 Dr. Bikalp Thapa MBBS, MD (Physiology) Simulation Unit, NAIHS 1
- 2. Learning Objectives • Bythe end of the session, participants should be able to – Describe the concept of simulated learning – List various modalities of simulated medical learning – Enumerate advantages and challenges of simulated learning 2
- 3. Contents • Introduction • Skilllab in TU/IOM curriculum • Advantages of simulated learning • Modalities of simulated learning • Challenges • Conclusion 3
- 4. Introduction • Simulate: tocreate an artificial setting that resembles a real event. • Simulated learning is being used in many fields as it provides a safe environment for learning – Aviation, military, business etc. • Medical simulation is in developing stage, and being adopted by many as a method of t/l method 4
- 5. Skill Lab inTU/IOM MBBS Curriculum • NMC guidelines on Accreditation standards for the MBBS Program (2017) has incorporated skill lab and simulation based learning into it. “Learning on patients should be gradually switched over to Skill lab, Computer assisted teaching/learning and Simulation based learning (whenever practicable)” • Provides a list of skills to be learned in a skill lab. 5
- 6. Why Simulation forLearning? • Ultimately aimed at providing best standards of patient care and safety by the following; • Provides a relaxed, safe and conducive learning environment • Hands on learning requires application of multiple facets of knowledge which improves learning • Allows making mistakes, and learn the correct method • Every student practice, repetition and remediation • Training to use real medical equipment properly 6
- 7. Why Simulation…? (Contd…) •Prepare for a real scenario • Boosts self confidence • Practice on unusual and rare situations • Plan cases on student’s need, rather than patient’s availability • Lack of teaching staffs – simulation helps in self-learning • Prevents discomfort and harm to the patients due to inexperience 7
- 8. Methods of SimulatedLearning? I. Non-human Simulation – Manikins • Non-interactive • Fidelity simulators (low/medium/high) – Computer based simulation • Immersive simulation: AR/VR simulation • Virtual Standardized patient II. Human based simulation – Standardized patients/role-play 8
- 9. Non-Interactive Manikin • Includeshumanoid manikins, simulated body parts or other inanimate objects on which training can be done. • Allows a single procedure to be performed on it • Does not provide feedback for correct or incorrect procedure 9
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- 11. Low/Moderate/High Fidelity Simulators •Interacts with the user in the form of feedback – Compiler driven (pre-programmed) – Event driven (reactive) • Based on the amount of interaction, classified as high, medium or low – Low: Single skill training, lack realism and situational context – Moderate: Multi-systemic feedback (pulse, breathe etc.) – High: Full body simulation, providing physiological function feedback, resembles reality (sound, breathe, blink etc.) 11
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- 15. Immersive Simulation: AR/VR •Training in a augmented or virtual environment over a augmented/virtual patient • Uses AR/VR glasses to create a virtual space/working simulation • Concept under development, and not often used. 15
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- 17. Standardized (Simulated) Patientsand Role-Play • A healthy person • Trained to play the role of a real patient • Students can be trained/assessed on skills of – History taking and physical examination – Communication skills – Counseling – Professional conduct • Students are dealing with a real human, so has its advantages and disadvantages 17
- 18. Challenges • Cost – Manikins,specially high-fidelity, are too costly – Maintenance – Cost of training/hiring actors as simulated patients • Training – Training actors for simulated patients – Training on how to use manikins • Not real patients – The chaos of real scenario cannot be mimicked by simulation. • Technology – Not everyone is adept at using new tech – Tech not advanced enough to create a full VR 18
- 19. Conclusion • Increasingly adaptedmethod of learning in medical field • Various modalities: manikins, simulated patients • Creates a safe environment for learning medical skills minimizing the discomfort to patients. • However, simulated medical learning is not a substitute for training in real scenarios. 19