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- Herausgeber: John Wiley & Sons
- Kategorie: Fachliteratur
- Serie: HOW - How To
- Sprache: Englisch
- Veröffentlichungsjahr: 2017
How to Teach Using Simulation in Healthcare provides an ideal introduction and easy-to-use guide to simulation in medical education. Written by a team of experienced medical educators, this practical text – packed full of case examples and tips – is underpinned by the theory of simulation in education, and explores how to integrate simulation into teaching.
Key topics include:
- Use of low, medium and high fidelity equipment
- Issues of simulation mapping and scenario design
- Role of human factors
- Formative and summative assessment
- New social media and technologies
- Detailed explorations of some examples of simulation.
How to Teach Using Simulation in Healthcare is invaluable reading for all healthcare professionals interested and involved in the origins, theoretical underpinnings, and design implications of the use of simulation in medical education.
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Table of Contents
Cover
Title Page
List of figures
List of tables
About the authors
Preface
Chapter 1: Introduction
Chapter 2: Simulation‐based medical education (SBME): some specifics
Some history
When did we get taught how to teach?
Where does simulation‐based medical education fit in?
The importance of simulation‐based medical education
Aspects of simulation
Conclusion
References
Chapter 3: Simulation in (medical) education: some background
Experiential learning and reflective practice
Situated learning
Conclusion
References
Chapter 4: Equipment in SBME: more than just a mannikin?
Fidelity – an aside
Which modality?
Where and when?
How?
What else?
Conclusion
References
Chapter 5: Physical and psychological realism
Physical realism
Conclusion
References
Chapter 6: Simulation mapping and scenario design
Mapping simulation to the curriculum
The mapping process
Scenario design
‘Flying hot’
Conclusion
Reference
Chapter 7: Running a simulation session: some practicalities
Presimulation activity
Arrival
Introductions
Briefing
The simulation
Debrief
Concluding
Evaluation
Finale
Conclusion
References
Chapter 8: Formative assessment and feedback
Feedback – a definition
Conclusion
References
Chapter 9: Summative assessment
Staff training
Technology
Candidate familiarity
Scenario design
Candidate quarantine
Marking
Validity of assessment tool
Requirement for feedback
Standardisation
Conclusion
References
Chapter 10: Human factors, ergonomics and non‐technical skills
How do we know this is important to healthcare?
Non‐technical skills
Conclusion
References
Chapter 11: Five case examples
The PHROST Report: Manchester University Undergraduate Programme at Lancashire Teaching Hospitals, Preston
The bleep event: reflecting reality – pager simulations in undergraduate education
Enhancing patient safety through multidisciplinary
in situ
simulation
European Trauma Course
Simulation training to improve the safety of mothers and their babies
Summary
References
Chapter 12: Using new technology to enhance learning
e‐learning and the flipped classroom
Using technology to facilitate effective feedback
Social media in SBME
Ethical considerations in the video recording of simulation
Conclusion
References
Chapter 13: Commissioning a simulation centre
Mannikin and equipment purchase
Physical space
Conclusion
Chapter 14: Training for simulation faculty
Faculty: a definition
A structured approach to training
Conclusion
Reference
Chapter 15: Conclusions and next steps
Chapter 16: Annotated bibliography
Index
End User License Agreement
List of Tables
Chapter 08
Table 8.1 Distinction between feedback and debrief.
Chapter 10
Table 10.1 Styles and definitions in leadership.
Table 10.2 Situational leadership.
Chapter 11
Table 11.1 Structure of undergraduate simulation experience.
Table 11.2 Sample issues identified for debrief.
Table 11.3 Number of actions against learning outcomes of the patient safety programme.
Table 11.4 Examples of good practice.
Table 11.5 Number of areas of good practice against learning outcomes of the patient safety programme.
Chapter 12
Table 12.1 Uses of social media.
List of Illustrations
Chapter 03
Figure 3.1 Experiential learning cycle.
Figure 3.2 Zone of proximal development (ZPD). Based on www.etc.edu.cn/eet/articles/vygotsky_zpd/index.htm
Figure 3.3 Activity theory. Based on www.edu.helsinki.fi/activity/pages/chatanddwr/activitysystem/(accessed 3 April 2017).
Figure 3.4 Activity theory within emergency medicine. HCP, healthcare personnel.
Figure 3.5 Activity theory within the simulation suite.
Chapter 04
Figure 4.1 Part task trainer for cannulation.
Chapter 06
Figure 6.1 Achieving conscious competence.
Figure 6.2 Generic competences for core medical training simulation scenarios.
Figure 6.3 Specific competencies related to management of shocked patient.
Figure 6.4 Example scenario.
Chapter 07
Figure 7.1 The SaIL Diamond.
Figure 7.2 Sample section from postcourse evaluation form.
Chapter 08
Figure 8.1 ALS treatment of a shockable rhythm.
Chapter 09
Figure 9.1 Miller’s pyramid.
Figure 9.2 Component elements of medical expertise.
Chapter 10
Figure 10.1 Reported degree of harm to patients (NPSA 2011–12 data).
Figure 10.2 Reported incidence types in England July 2011–June 2012 (NPSA).
Figure 10.3 SEIPS.
Figure 10.4 Model of communication.
Chapter 11
Figure 11.1 The zone of simulation.
Figure 11.2 The Preston zone of simulation.
Figure 11.3 Initial steps in planning to receive a trauma patient.
Figure 11.4 The team approach to the primary survey.
Figure 11.5 Individual patient pathway.
Chapter 12
Figure 12.1 Dynamic and static elements of the Asthma scenario.
Figure 12.2 iCoda template for asthma.
Figure 12.3 A tagged timeline.
Figure 12.4 Marking matrix.
Figure 12.5 iCoda template for non‐technical skills.
Chapter 13
Figure 13.1 Part task trainer.
Figure 13.2 Multipurpose space.
Figure 13.3 Adaptation of existing facility.
Figure 13.4 Plans for customised simulation centre.
Figure 13.5 Wet room.
Guide
Cover
Table of Contents
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How to Teach Using Simulation in Healthcare
Mike Davis
Freelance consultant in continuing medical education, UK
Jacky Hanson
Lancashire Teaching Hospitals, UK
Mike Dickinson
Blackpool Teaching Hospitals, UK
Lorna Lees
Lancashire Teaching Hospitals, UK
Mark Pimblett
Lancashire Teaching Hospitals, UK
This edition first published 2017© 2017 John Wiley & Sons Ltd
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by law. Advice on how to obtain permission to reuse material from this title is available at http://www.wiley.com/go/permissions.
The right of Mike Davis, Jacky Hanson, Mike Dickinson, Lorna Lees and Mark Pimblett to be identified as the authors of this work has been asserted in accordance with law.
Registered Office(s)John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, USAJohn Wiley & Sons Ltd, The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, UK
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Limit of Liability/Disclaimer of WarrantyThe contents of this work are intended to further general scientific research, understanding, and discussion only and are not intended and should not be relied upon as recommending or promoting scientific method, diagnosis, or treatment by physicians for any particular patient. In view of ongoing research, equipment modifications, changes in governmental regulations, and the constant flow of information relating to the use of medicines, equipment, and devices, the reader is urged to review and evaluate the information provided in the package insert or instructions for each medicine, equipment, or device for, among other things, any changes in the instructions or indication of usage and for added warnings and precautions. While the publisher and authors have used their best efforts in preparing this work, they make no representations or warranties with respect to the accuracy or completeness of the contents of this work and specifically disclaim all warranties, including without limitation any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives, written sales materials or promotional statements for this work. The fact that an organization, website, or product is referred to in this work as a citation and/or potential source of further information does not mean that the publisher and authors endorse the information or services the organization, website, or product may provide or recommendations it may make. This work is sold with the understanding that the publisher is not engaged in rendering professional services. The advice and strategies contained herein may not be suitable for your situation. You should consult with a specialist where appropriate. Further, readers should be aware that websites listed in this work may have changed or disappeared between when this work was written and when it is read. Neither the publisher nor authors shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages.
Library of Congress Cataloging‐in‐Publication Data
Names: Davis, Mike, 1947– author. | Hanson, Jacky, author. | Dickinson, Mike (Nurse), author. | Lees, Lorna, author. | Pimblett, Mark, author.Title: How to teach using simulation in healthcare/by Dr. Mike Davis, Dr. Jacky Hanson, Mike Dickinson, Lorna Lees, Mark Pimblett.Description: First edition. | Hoboken, NJ: John Wiley & Sons, Inc., 2017. | Includes bibliographical references and index. | Identifiers: LCCN 2017015262 (print) | LCCN 2017015851 (ebook) | ISBN 9781119130727 (pdf) | ISBN 9781119130734 (epub) | ISBN 9781119130710 (pbk.)Subjects: | MESH: Health Education–methods | Simulation Training–methodsClassification: LCC R834.5 (ebook) | LCC R834.5 (print) | NLM WA 18 | DDC 610.76–dc23LC record available at https://lccn.loc.gov/2017015262
Cover Design: WileyCover Image: Meaden Creative
List of figures
3.1
Experiential learning cycle
3.2
Zone of proximal development (ZPD)
3.3
Activity theory
3.4
Activity theory within emergency medicine
3.5
Activity theory within simulation suite
4.1
Part task trainer for cannulation
6.1
Achieving conscious competence
6.2
Generic competencies for specific scenarios
6.3
Specific competencies related to management of shocked patient
6.4
Example scenario
7.1
The SaIL Diamond
7.2
Sample evaluation form
8.1
ALS treatment of a shockable rhythm
9.1
Miller’s pyramid
9.2
Component elements of medical expertise
10.1
Reported degree of harm to patients NPSA 2011–12 data
10.2
Reported incidence types in England NPSA July 2011–June 2012
10.3
SEIPS
10.4
Model of communication
11.1
The zone of simulation
11.2
The Preston zone of simulation
11.3
Initial steps in planning to receive a trauma patient
11.4
The team approach to the primary survey
11.5
Individual patient pathway
12.1
Dynamic and static elements of the Asthma scenario
12.2
iCoda template for asthma
12.3
A tagged timeline
12.4
Marking matrix
12.5
iCoda template for non‐technical skills
13.1
Part task trainer
13.2
Multipurpose space
13.3
Adaptation of existing facility
13.4
Plans for customised simulation centre
13.5
Wet room
List of tables
8.1
Distinction between feedback and debrief
10.1
Styles and definitions in leadership
10.2
Situational leadership
11.1
Structure of undergraduate simulation experience
11.2
Sample issues identified for debrief
11.3
Number of actions against learning outcomes of the patient safety programme
11.4
Examples of good practice
11.5
Number of areas of good practice against learning outcomes of the patient safety programme
12.1
Use of social media
About the authors
Mike Davis PhD MEd DASE Cert Ed FAcadMEd is a freelance consultant in continuing medical education, working mainly within the life support community and with extensive experience in the UK and throughout the world. He is the author of two other books in the How to … series and other education texts. He has written and refereed for a variety of medical education journals and is on the Editorial Board of BMJ‐STEL. He has been lead educator for the Advanced Life Support Group since 1995 and for six years, he was educational adviser to the PHROST project based at Lancashire Teaching Hospitals NHS Trust. He is also an educator with ATLS, IMPACT and ETC. He is a Fellow of the Academy of Medical Educators and an Honorary Senior Lecturer in Medical Education at Keele University.
Jacky Hanson BSc MBChB FRCS FRCEM is an emergency medicine consultant, Director of Simulation and Associate Undergraduate Dean at Lancashire Teaching Hospitals. She has interests in educational research, human factors and ergonomics including non‐technical skills and developing simulation training regionally and nationally. She has presented on simulation to national and international audiences. She was Director of CPD and Revalidation for RCEM and is an examiner for FRCEM and a member of the RCEM simulation group. Jacky contributed to the design and development of the simulation centre at Lancashire Teaching Hospitals NHS Trust and has been clinical lead since its inception.
Mike Dickinson RGN DipIMC (RCS Edinburgh) IFNA PGDip FETC is currently Manager of the Simulation and Clinical Skills unit at Blackpool Teaching Hospitals NHS Foundation Trust. He qualified as an RGN in 1982 and has worked in various areas of the UK and internationally, including the USA and Africa. He has extensive knowledge of training design and programme development in the critical care field. Mike is an examiner for the Faculty of Pre‐Hospital Care (Royal College of Surgeons Edinburgh) and is an instructor in multiple internationally recognised life support courses. He has presented internationally on various aspects of SBME.
Lorna Lees SRN qualified as a registered nurse in 1982 and eventually became ward sister on a neurology ward before leaving nursing to bring up her family. Her involvement with SBME started in 2011 when she was appointed to the role of simulation technician and subsequently training administrator and co‐ordinator. She continues to play an active role in the provision of SBME not only as a training co‐ordinator but also assisting with facilitation.
Mark Pimblett RODP contributed to the design and development of the state‐of‐the‐art Lancashire Simulation Centre (based at Lancashire Teaching Hospitals) where he currently works as a high‐tech clinical skills facilitator. His professional background is in operating department practice, specialising mainly in anaesthesia and emergency medicine. He crossed over into medical education in 2003, incorporating his clinical experience and his interest in technologies to establish human patient simulation training within the north west region of England. Mark is an international speaker on all aspects of human patient simulation, including simulation centre design, scenario development, performance analysis and technology innovation. He is an expert trainer in human factors and a specialist in video debrief and feedback.
We would also like to thank the following:
Chris Busuttil FRCSEd (A&E) FRCEM qualified in 1996 at Imperial College School of Medicine, London. He was first appointed as a consultant in 2008 and currently works in emergency medicine at the Queen Alexandra Hospital, Portsmouth. He is an examiner and Simulation & NTS Committee member (Wessex Region), Royal College of Emergency Medicine. Chris wrote the section in Chapter 12 on ‘Ethical considerations in the video recording of simulation’.
Alison Gale MB ChB FRCOG MMedEd FAcadMEd is a consultant obstetrician and gynaecologist and the Director of Postgraduate Medical Education at Lancashire Teaching Hospitals. She has educational leadership responsibilities at local, regional and national levels, including Simulation Lead for the Royal College of Obstetricians and Gynaecologists (2009–2016) and NACT UK Council representative for the North West (2014–2016). She is a current MRCOG Examiner and a member of the MRCOG Part 3 subcommittee.
Jo‐Anne Halliwell RGN MSc BSc DPSN PG Cert is currently working as clinical improvement lead for adult and long‐term conditions as part of the community nursing team and has extensive experience of working in various areas of the NHS, including operating departments and anaesthetics. As a practice development nurse and lead facilitator in simulation‐based medical education, she helped commission the simulation unit at Blackpool Teaching Hospital NHS Foundation Trust. She has extensive experience of programme design and risk management assessment and, with Simon Tucker, she wrote ‘Enhancing patient safety through multidisciplinary in situ simulation’ in Chapter 11.
Helen Higham MBChB FRCA SFHEA has been a consultant anaesthetist at the Oxford University Hospitals NHS Foundation Trust since 2001 and is a senior clinical research fellow in the Nuffield Department of Clinical Neurosciences at the University of Oxford. She is Director of the University of Oxford’s Simulation Centre (www.oxstar.ox.ac.uk/) and is co‐director of the Patient Safety Academy, providing training and support to healthcare professionals in the application of human factors to improve quality and safety across the Thames Valley LETB (www.patientsafetyacademy.co.uk/). She is a current executive member and immediate past president of the Association for Simulated Practice in Healthcare (ASPiH) in the UK.
Alison Quinn MB ChB FRCA is an ST7 in Anaesthetics in the North West Deanery. She has previously completed a fellowship in Medical Education and Simulation with LTHTR and the University of Manchester. She now holds an honorary lecturer post with the assessment team at Manchester Medical School where she is currently lead for the year 4 ‘Movement’ OSCE. Alison holds a Postgraduate Diploma in Clinical Education and her main areas of interest include assessment and human patient simulation. She wrote Chapter 8 on formative assessment.
Libby Thomas BMBS MCEM PGDipClinEd is an emergency medicine specialist trainee and PhD student in medical education focusing on interprofessional full patient simulation for undergraduates. She is module lead for Simulation in Clinical Education at King’s College London. Libby made useful suggestions and introduced us to the idea of sociological realism (Chapter 5).
Simon Tucker BSc MBChB MRCS (Edinburgh) FCEM is a consultant in emergency medicine at Blackpool Teaching Hospitals. He is an ALS and APLS instructor and through these had some experience of low‐fidelity simulation. His introduction to high‐fidelity simulation occurred when he volunteered to assist in the undergraduate and Foundation SBME programme. He has contributed to the implementation of in situ simulation, using incident reporting and risk management to identify significant or recurrent events, then using simulation to explore how these may have occurred. This information can then be used to change policies or develop the environment to prevent recurrence and reduce patient risk. With Jo‐Anne Halliwell, he wrote ‘Enhancing patient safety through multidisciplinary in situ simulation’ in Chapter 11.
Dr Kirsten Walthall MBChB MRCEM MSc(MedEd) PGCert is ST5 in Emergency Medicine, North Western Deanery. She graduated from Manchester Medical School in 2008 and obtained a PGCert (Merit) in Leadership and Management (Healthcare) during FY2. After completing ACCS, she took 2 years out of training to pursue her interest in medical education and simulation, before returning to full‐time training in 2015. Kirsten has developed simulation courses for emergency medicine trainees, run the simulation competition at the Royal College of Emergency Medicine conference in 2015 and continues to deliver regular simulation‐based education. She completed her MSc (MedEd) with Merit in 2016. She wrote the section on social media and simulation in Chapter 12. Her Twitter handle is: @K_Walthall.
James Wilson MBChB FRCA PGCE is a consultant anaesthetist with an interest in regional anaesthesia and medical education. He has taught medical students from the beginning of his career and now teaches doctors and allied health professionals across a variety of courses. His exposure to human patient simulation started at medical school; this interest grew and led to a medical education fellowship year at Lancashire Simulation Centre between core and specialty training. He now teaches as faculty on a variety of simulation‐based courses. Interests within SBME include human factors, video feedback and analysis and predicting performance. He was lead author on the section in Chapter 12 on ‘Using technology to facilitate effective feedback’ and Chapter 14 on ‘Training for simulation faculty’.
Sarah Wood MB ChB FRSC MA is a consultant in paediatric surgery at Alder Hey Children’s Hospital in Liverpool. She has an interest in medical education and simulation, facilitating both undergraduate and postgraduate teaching and courses with a special interest in communication and debrief. She was lead author on the section addressing ‘e‐learning and the flipped classroom’ in Chapter 12.
Preface
Professor David Gaba, one of the pioneers of simulation training in healthcare, observed in 1992, ‘… no industry in which human lives depend on the skilled performance of responsible operators has waited for unequivocal proof of the benefits of simulation before embracing it’. Fortunately, the evidence to support this worthy sentiment now exists in abundance and simulation training for healthcare professionals is in widespread use.
The key educational theory underpinning the value of simulation training, experiential learning, is far from a new concept, having been espoused in ancient times by both Confucius and Aristotle but more recently by David A. Kolb whose experiential learning cycle might have been specifically designed with medical simulation in mind. Even without an understanding of these formal educational principles, however, it is surely self‐evident that training doctors, nurses and allied health professionals in a safe and supportive learning environment where they can practise without the risk of doing any harm is a good idea – a view supported by data collected from patients and carers. The authors cover experiential learning and allied theories in a complete chapter of this book and helpfully point the reader to additional, more in‐depth texts on these subjects.
I do not know anyone involved in simulation training who does not feel a profound sense of reward and enjoyment in supporting learning in this environment, but it is not easy. This book highlights very well the importance of fastidious design of learning outcomes, careful preparation of the scenarios, tools and technology and, most importantly, focused training in debriefing skills for faculty members. A core tenet of experiential learning is the requirement for reflective practice which is most effective when supported by facilitators experienced in the use of what John Heron, in his Six‐Category Intervention Analysis, would call ‘authoritative and facilitative interventions’ – learning outcomes can so easily be jeopardised by the inexperienced debriefer.
We were, of course, using simulation in medicine long before the advent of the technological advances which now support this training so effectively and I very well remember practising the siting of epidurals using a simple orange to give that distinctive feel of loss of resistance. However, colleagues in the world of engineering and computer technology have opened up a world of novel, cost‐effective and highly portable solutions to support simulation training both in our education centres and in real clinical settings. None of this training would be possible without the support of the resourceful and inventive simulation technologists in our centres. These are the invaluable team members who configure the AV systems to support debriefing, programme a vast array of bespoke scenarios, reconfigure and repair increasingly complex technologies and design innovative solutions to produce bleeding into drains or the appearance of third‐degree burns on actors and mannikins. We now have apps for iPhones and Android, wireless mannikins and e‐learning platforms which provide extraordinary flexibility in the development of innovative learning opportunities, all of which are explored and signposted in this book.
The overarching purpose of simulation education is the transfer of training received to the clinical workplace, i.e. to take the new or enhanced skills back to the ward or operating theatre to improve the safety and care of our patients. No practitioner of simulation‐based education would ever say that simulation is the answer to all the challenges we face in medical education but it is a very powerful adjunct to clinical apprenticeship and deserves to be a cornerstone in the education of healthcare professionals from all backgrounds. Simulation training can support the development of competencies in both technical and non‐technical skills and plays a vital part in enhancing the teamworking skills so essential in the management of clinical crises. There is now clear evidence that regular crisis resource management training incorporating simulation for multidisciplinary teams in healthcare improves safety‐critical behaviours and, crucially, patient outcomes, and Chapter 10 provides constructive direction in the most effective use of simulation for safety training.
This book has been written by authors with a combined experience of over 50 years in simulation training for healthcare professionals. They have put together a text that concisely covers all the aspects of the successful design and organisation of simulation training, from the construction of scenarios and use of the huge variety of technology to support simulation‐based education to the design and operation of a simulation centre. How to Teach Using Simulation in Healthcare joins the inventory of similar ‘How to’ titles from Wiley at an opportune moment when time for training healthcare professionals is being compressed, as never before, by competing demands for service delivery. This concise and pragmatic publication will be a welcome support and useful reference for experienced and novice educators in healthcare who are using simulation to train healthcare professionals and I look forward to many future editions.
Helen Higham MBChB, FRCA, SFHEAConsultant Anaesthetist, Oxford University Hospitals NHS Foundation TrustSenior Clinical Research Fellow and Director of OxSTaR, University of OxfordPresident, ASPiH (2014–2017)April 2017
Chapter 1Introduction
Simulation has become a major component of medical education in recent years and it is increasingly widely researched and supported by societies (e.g. ASPiH) and journals (e.g. BMJ‐STEL) as well as more mainstream organisations with an interest in medical education (e.g. AMEE, ASME, AoME).
The purpose of this book is to provide the relative newcomer to simulation education with an exploration of some of the basic principles of theory and practice. Chapter 2 explores a brief history of medical education and the way in which simulation has made an impact. Chapter 3 examines some of the contributions of relevant adult education theory to its ongoing development. Remaining chapters from 4 to 11 have a much more practical orientation befitting a How to … book, and address some specific issues in terms of planning and presentation of simulation sessions, the importance of formative and summative assessment (including feedback), as well as providing examples of good practice from a variety of settings.
In many respects, it is difficult to anticipate the future of simulation, particularly as it responds to technological developments (mannikins,1 computers, software, etc.) and new thinking about approaches to managing a simulated event – everything from ‘flipping the classroom’ and the use of new media (see Chapter 12) to further thinking about the process of providing debrief and feedback based on a more rigorous exploration and analysis of experience.
As well as the excitement of rising to the challenge of new technology, making best use of all resources is explored in Chapter 13 which examines the process of commissioning a dedicated simulation resource. Chapter 14looks at the human aspect of that process and explores the route to developing expertise in managing the learning environment through faculty training.
Chapter 15 explores (albeit only in outline and with a somewhat cloudy crystal ball) some direction of travel and supports a willingness to engage with new possibilities as they emerge from changes in technology and orientation as well as learner expectations.
We conclude with a short annotated bibliography describing books that the team of authors have learned from over the years.
This book is largely the product of work initiated and sustained over a number of years at Lancashire Teaching Hospitals NHS Foundation Trust (hereafter LTHTR) at Royal Preston Hospital, where many of the writers and editors work or have worked in the Lancashire Simulation Centre. We would like to thank all learners and contributors to the programmes described in this book, for their feedback and active participation in the various programmes, and our shared understanding of the processes. Specifically, we would like to thank the following.
Anil Hormis, MBChB FCARCSI AFICM, Consultant in Anaesthesia, Critical Care and Pre‐hospital Emergency Medicine, Rotherham NHS Foundation Trust, for critical reading.
Karl Thies, MD FRCA DEAA FERC, Consultant Anaesthetist and Pre‐hospital Emergency Medicine, Birmingham Children’s Hospital, who advised on the European Trauma Course section in Chapter 11.
University of Manchester undergraduates, 2008 onwards.
University of Manchester SIFT funding.
Colleagues at Blackpool Teaching Hospitals NHS Foundation Trust.
Christine Davis and Steven Pettit gave helpful comments and corrections.
Additionally, those colleagues who have contributed to the varied programmes offered by the Simulation Centre.
Finally, we acknowledge the support of the LTHTR Workforce and Education Directorate for continued funding and support.
Needless to say, all errors of omission and commission are the responsibility of the editors.
Mike DavisJacky HansonMike DickinsonLorna LeesMark Pimblett
Note
1
We anguished for some time about the spelling of this word and decided on
mannikin
simply because it was closest to its Dutch sixteenth-century origins.
Chapter 2Simulation‐based medical education (SBME): some specifics
Learning outcomes
By the end of this chapter, you will recognise some of the drivers behind the development of SBME and some key characteristics of provision.
Some history
Medical education in the UK has changed significantly over the past two decades. It was initially grounded in basic sciences and clinical theory and this knowledge learned from textbooks was then applied through practice on patients.
