JOURNAL HOME CME HOME THIS MONTH PAST ISSUES ETOC COLLECTIONS AUTHORS REVIEWERS EDITORIAL BOARD FEEDBACK RSS HELP
		QUICK SEARCH:   [advanced] Author: Keyword(s): Year:  Vol:  Page:

This Article Full Text Full Text (PDF) Alert me when this article is cited Alert me if a correction is posted Services Email this article to a colleague Similar articles in this journal Similar articles in ISI Web of Science Similar articles in PubMed Alert me to new issues of the journal Download to citation manager Citing Articles Citing Articles via HighWire Citing Articles via ISI Web of Science (12) Citing Articles via Google Scholar Google Scholar Articles by Seropian, M. A. Search for Related Content PubMed PubMed Citation Articles by Seropian, M. A. Related Collections Economics and Health Care Research

---

TECHNOLOGY, COMPUTING, AND SIMULATION

General Concepts in Full Scale Simulation: Getting Started

Departments of Anesthesiology and Peri-Operative Medicine and Pediatrics, Oregon Health & Science University, Portland

Address correspondence and reprint requests to Michael A. Seropian, MD, Oregon Health & Science University, Department of Anesthesiology & Peri-Operative Med, Mail code UHS-2, 3181 Sam Jackson Park Rd., Portland, OR 97239. Address e-mail to seropian{at}ohsu.edu

Over the past decade, medical simulation has developed to a point where it now is poised to become ubiquitous in teaching curricula. Despite this experience, there is little up-to-date information to help new instructors and operators learn the general principles of simulation. The purpose of this article is to provide prospective simulation instructors with basic concepts and a practical approach to patient simulation. The main focus is on full-scale or high fidelity simulation. The article is intended to (a) prepare instructors to use full-scale simulation to educate students; (b) teach some of the complexities and terminology of simulation; (c) prepare for and complement the curriculum of a formal instructor course; and (d) teach the basic elements required to run a successful simulation. This article should be used as an adjunct to practical experience gained from using simulation units.

IMPLICATIONS: Medical simulation replicates normal and abnormal physiology and pathology. It is a tool that is intended to increase experiential learning. Establishing a functional and useful simulation program involves many factors. This paper presents a detailed introduction to the concepts and methodology of simulation in medicine.

This article has been cited by other articles:

				H. Berkenstadt, Y. Haviv, A. Tuval, Y. Shemesh, A. Megrill, A. Perry, O. Rubin, and A. Ziv Improving Handoff Communications in Critical Care: Utilizing Simulation-Based Training Toward Process Improvement in Managing Patient Risk Chest, July 1, 2008; 134(1): 158 - 162. [Abstract] [Full Text] [PDF]

				M Boyle, B Williams, and S Burgess Contemporary simulation education for undergraduate paramedic students Emerg. Med. J., December 1, 2007; 24(12): 854 - 857. [Full Text] [PDF]

				H. Berkenstadt, G. S. Kantor, Y. Yusim, N. Gafni, A. Perel, T. Ezri, and A. Ziv The Feasibility of Sharing Simulation-Based Evaluation Scenarios in Anesthesiology Anesth. Analg., October 1, 2005; 101(4): 1068 - 1074. [Abstract] [Full Text] [PDF]

				R. M. Califf, T. Ryan, P. Douglas, and P. J. Goldschmidt-Clermont A time of accelerated change in academic cardiovascular medicine: Implications for academic divisions of cardiology and their training programs J. Am. Coll. Cardiol., November 16, 2004; 44(10): 1957 - 1965. [Abstract] [Full Text] [PDF]

Anesthesia & Analgesia® is published for the International Anesthesia Research Society® by Lippincott Williams & Wilkins with the assistance of Stanford University Libraries' HighWire Press®. Copyright 2006 by the International Anesthesia Research Society. Online ISSN: 1526-7598   Print ISSN: 0003-2999