Abstract
This chapter discusses how pediatric simulation should evolve in the future to best address the needs of pediatric patients and their families. The chapter specifically highlights several key areas that offer opportunity for the future: (1) optimizing simulation resources within and between programs to enhance productivity, (2) integration of simulation into clinical governance, family-centered care, and assessment of healthcare professionals, (3) innovation in the forms of asynchronous learning, improved education management systems, distance learning, and improving the safety of clinical environments, (4) investigating pertinent clinical questions using simulation as a research tool, and (5) inspiring the future generation of simulation leaders by establishing a vision of how simulation can be used as a tool to enhance education, research, and patient safety.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Carter R, Aitchison M, Mufti G, Scott R. Catheterisation: your urethra in their hands. BMJ. 1990;301:905.
Cartwright MS, Reynolds PS, Rodriguez ZM, Breyer WA, Cruz JM. Lumbar puncture experience among medical school graduates: the need for formal procedural skills training. Med Educ. 2005;39(4):437.
Feher M, Harris-St John K, Lant A. Blood pressure measurement by junior hospital doctors—a gap in medical education? Health Trends. 1992;24(2):59–61.
Maguire GP, Rutter DR. History taking for medical students. 1. Deficiencies in performance. Lancet. 1976;2:556–8.
Williams S, Dale J, Glucksman E, Wellesley A. Senior house officers’ work-related stressors, psychological distress, and confidence in performing clinical tasks in accident and emergency: a questionnaire study. BMJ. 1997;314:713–8.
McManus I, Richards P, Winder B, Sproston K, Vincent C. The changing clinical experience of British medical students. Lancet. 1993;341:941–4.
McManus I, Richards P, Winder B. Clinical experience of UK medical students. Lancet. 1998;351:802–3.
Braley P. The history of simulation in medical education and possible future directions. Med Educ. 2006;40:254–62.
MacDonald R. How protective is the working time directive? BMJ. 2004;329:301–2.
Fletcher KE, Saint S, Mangrulkar RS. Balancing continuity of care with residents’ limited work hours: defining the implications. Acad Med. 2005;80(1):39–43.
Romanchuk K. The effect of limiting residents’ work hours on their surgical training: a Canadian perspective. Acad Med. 2004;79(5):384–5.
Chikwe J, de Souza AC, Pepper JR. No time to train the surgeons. BMJ. 2004;328:418–9.
Talbot M. Good wine may need to mature: a critique of accelerated higher specialist training. Evidence from cognitive neuroscience. Med Educ. 2004;38(4):399–408.
Gordon JA. High-fidelity patient simulation: a revolution in medical education. In: Dunn WF, Editor. Simulators in critical care and beyond. Des Plaines: Society of Critical Care Medicine; 2004. pp. 3–6.
Cheng A, Grant V, Auerbach M. Using simulation to improve patient safety: dawn of a new era. JAMA Pediatrics. March 9, 2015. Published online. doi:10.1001/jamapediatrics.2014.3817.
McCormack C, Wiggins MW, Loveday T, Festa M. Expert and competent non-expert visual cues during simulated diagnosis in intensive care. Front Psychol. 2014;5:949.
Grobman WA, Miller D, Burke C, Hornbogen A, Tam K, Costello R. Outcomes associated with introduction of a shoulder dystocia protocol. Am J Obstet Gynecol. 2011;205:513–7.
Draycott TJ, et al. Improving neonatal outcome through practical shoulder dystocia training. Obstet Gynecol. 2008;112(1):14–20.
Issenberg SB, et al. Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Med Teach. 2005;27(1):10–28.
Caine RN, Caine G. Making connections. Menlo Park: Addison-Wesley; 1994.
Schulz K. Being wrong: adventures in the margin of error. NY: HarperCollins Publishers; 2010.
Dieckman P, Manser T, Wehner T, et al. Reality and fiction cues in medical patient simulation: an interview study with anesthesiologists. J Cogn Eng Decis Mak. 2007;1:148–68.
Rudolph J, Simon R, Raemer DB. Which reality matters? Questions on the path to high engagement in healthcare simulation. Simul Healthc. 2007;2:161–3.
Scally G, Donaldson LJ. Clinical governance and the drive for quality improvement in the new NHS in England. Br Med J. 1998;317(7150):61–5.
Sigalet E, Cheng A, Donnon T, Catena H, Robinson T, Chatfield J, Grant VA. Simulation-based intervention teaching seizure management to caregivers: a randomized controlled study. Pediatr Child. 2014;19(7):373–8.
Harden RM, Gleeson FA. Assessment of clinical competence using an objective structured clinical examination (OSCE). Med Educ. 1979;13:41–54.
Hodges B, McNaughton N, Regehr G, Tiberius R, Hanson M. The challenge of creating new OSCE measures to capture the characteristics of expertise. Med Educ. 2002;36:742–8.
Gallagher AG, Cates CV. Approval of virtual reality training for carotid stenting: what this means for procedural-based medicine. JAMA. 2004;292:3024–6.
Berkenstadt H, Ziv A, Gafni N, Sidi A. Incorporating a simulation-based objective structured clinical examination into the Israeli national board examination in anaesthesiology. Anesth Analg. 2006;102:853–8.
Berkenstadt H, Ziv A, Gafni N, Sidi A. The validation process of incorporating simulation-based accreditation into the anaesthesiology Israeli national board exams. Isr Med Assoc J. 2006;8:728–33.
Pugh CM. Simulation and high-stakes testing. In: Kyle RR, Murray WB, editors. Clinical simulation: operations, engineering, and management. Burlington: Academic; 2008. pp. 655–66.
Mark A. Freeman MA, Capper J. Exploiting the web for education: an anonymous asynchronous role simulation. Aust J Educ Technol. 1999;15(1):95–116.
Mayer RE. Multimedia learning. New York: Cambridge University Press; 2001.
Paivio A. Mental representations: a dual coding approach. Oxford: Oxford University Press; 1986.
Wolbrink TA, Kissoon N, Burns JP. The development of an internet-based knowledge exchange platform for pediatric critical care clinicians worldwide. Pediatr Crit Care Med. 2014;15:197–205.
Lave J, Wenger E. Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press; 1991. ISBN: 0-521-42374-0.
Kaji AH, Bair A, Okuda Y, et al. Defining systems expertise: effective simulation at the organizational level—implications for patient safety, disaster surge capacity, and facilitating the systems interface. Acad Emerg Med. 2008;15:1098–103.
Villamaria FJ, Pliego JF, Wehbe-Janek H, et al. Using simulation to orient code blue teams to a new hospital facility. Simul Healthc. 2008;3:209–16.
Kobayashi L, Shapiro MJ, Sucov A, et al. Portable advanced medical simulation for new emergency department testing and orientation. Acad Emerg Med. 2006;13:691–5.
Cheng A, Lang T, Starr S, Pusic M, Cook D. Technology-enhanced simulation and pediatric education: a meta-analysis. Pediatrics. 2014;133:e1313–23.
Cheng A, Auerbach M, Chang T, Hunt EA, Pusic M, Nadkarni V, Kessler D. Designing and conducting simulation-based research. Pediatrics. May 12, 2014. Published online. doi:10.1542/peds.2013-3267.
Msemo G, Kidanto HL, Massawe A, et al. Newborn mortality and fresh still- birth rates in Tanzania after helping babies breathe training. Pediatrics. 2013;131:e353–60.
http://www.helpingbabiesbreathe.org. Accessed 6th Nov 2015
McKee M, Karanikolos M, Belcher P, Stuckler D. Austerity: a failed experiment on the people of Europe. Clin Med. 2012;12(4): 346–50.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Grant, D., Grant, V., Cheng, A. (2016). The Future of Pediatric Simulation. In: Grant, V., Cheng, A. (eds) Comprehensive Healthcare Simulation: Pediatrics. Comprehensive Healthcare Simulation. Springer, Cham. https://doi.org/10.1007/978-3-319-24187-6_31
Download citation
DOI: https://doi.org/10.1007/978-3-319-24187-6_31
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-24185-2
Online ISBN: 978-3-319-24187-6
eBook Packages: MedicineMedicine (R0)