Simulation Along the Pediatric Healthcare Education Continuum

  • Aaron William Calhoun
  • Elaine Sigalet
  • Rebekah Burns
  • Marc Auerbach
Part of the Comprehensive Healthcare Simulation book series (CHS)


Healthcare education is a lifelong pursuit. Physicians, nurses, and other allied health professionals progress through numerous stages as they transition from undergraduate to graduate education and thence to their final postgraduate environment of practice. At each stage, learners must acquire new knowledge, gain competence at new psychomotor tasks, and master the communication, teamwork, critical thinking skills, and attitudes toward practice needed for the clinical domain. Simulation offers a dynamic means to teach these skills along the educational continuum.

Depending on the phase of training, simulation-based education can take on many different forms. Curricula may be delivered through independent simulation centers, in-house simulation suites or via in situ sessions. While an increasing number of studies assess simulation-based education for learners across this healthcare educational continuum, few address changes in clinical practice or patient outcomes. Educators are encouraged to use the available evidence in concert with local resources to adapt simulation-based approaches to the challenges of their particular portion of the healthcare educational continuum.

Undergraduate education is often performed in professional silos although graduates and postgraduates are expected to work together seamlessly upon transition to their new roles. Interprofessional simulation-based education allows members of interdisciplinary teams to learn from, with, and about each other as they practice together within their clinical roles. Methodologies such as distributed simulation and telesimulation can also be used to enhance education in community practice settings. By employing these and other novel techniques, transitions between education domains may be eased. Further work is required to determine which approaches lead to measurable improvements in pediatric care.


Undergraduate medical education Graduate medical education Continuing medical education Simulation-based medical education Simulation Medical students Residents Interns Distributed simulation Telesimulation Interprofessional simulation Nurses Allied health professionals 


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Copyright information

© Springer International Publishing Switzerland 2016

Authors and Affiliations

  • Aaron William Calhoun
    • 1
  • Elaine Sigalet
    • 2
  • Rebekah Burns
    • 3
  • Marc Auerbach
    • 4
  1. 1.Department of Pediatrics, Division of Critical CareUniversity of Louisville School of Medicine, Kosair Children’s Hospital,LouisvilleUSA
  2. 2.Department of EducationSidra Research and Medical CenterDohaQatar
  3. 3.Department of Pediatrics, Division of Emergency MedicineUniversity of Washington School of MedicineSeattleUSA
  4. 4.Department of Pediatrics, Section of Emergency MedicineYale University School of MedicineNew HavenUSA

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