Simulation in Otolaryngology

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Fig. 33.1 Physical temporal bone simulator with electronic interface (Stryker, Kalamazoo, MI) providing metrics and image guidance Kuppersmith et al. were among the first proponents of the power of virtual…

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Simulation in Nursing

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Fig. 29.1 (a) CAE Muse software screenshot of main screen interface and (b) CAE Muse software screenshot showing respiratory rate adjustment (Photos courtesy of CAE Healthcare ©2012 CAE Healthcare) Fig….

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Simulation in Gastroenterology

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Fig. 24.1 Simulation teaching of thermal hemostasis using combined technology with harvested (ex vivo) porcine organs Gastroenterological Animal Models To a certain extent, animal models remain the most realistic endoscopy…

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Simulation in Basic Science Education

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Fig. 40.1 Changes in physician culture (Reprinted from Morrison et al. [12], with permission from Wiley) To help address this, medical education has naturally evolved over the past 40 years—first,…

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Computer and Web Based Simulators

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Fig. 14.1 A screen-based simulator for general anesthesia training, ca. 1987. The simulator’s mouse-controlled graphics display is shown, depicting a patient, the patient history, and key aspects of the operating…

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Simulation in Pediatrics

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Fig. 35.1 Real pediatric survival rates (right scale) related to the number of mock codes (left scale). CPA cardiopulmonary arrest (Reprinted with permission from Andreatta et al. [46]) Discipline-Specific Curricula…

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Continuing Education in Simulation

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Profession Accrediting CE organization Physicians Accreditation Council for Continuing Medical Education (ACCME) Nurses American Nurses Credentialing Center (ANCC) Pharmacists Accreditation Council for Pharmacy Education (ACPE) Respiratory care American Association of…

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Simulation in Psychiatry

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How are these skills taught? A variety of techniques have been used as interventions to teach skills in mental health education: SPs [3, 6–10, 12, 13, 16, 21] Mannequins [14,…

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Simulation in Emergency Medicine

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1. Objectives: Create learning/assessment objectives 2. Learners: Incorporate background/needs of learners 3. Patient: Create a patient vignette to meet objectives which also must elicit the performance you want to observe…

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