Abstract
Simulation-based medical education and simulation-based validation of training are growing tools to allow for skill development in an environment where mistakes can result in harm to patients and physicians or staff. While the method has been slow to be adopted by subspecialties, medical schools and residencies are developing robust programs as a response to a changing paradigm in healthcare where hours are restricted but efficiency and quality are expected. To accommodate the growing demands of learners and create a high-yield teaching environment, simulation-based medical education is being developed for many cardiac procedures. Unfortunately, simulators are often used solely as a method to familiarize a learner with the device. However, when used properly and within a planned curriculum, a comprehensive simulation-based medical education program can be an effective tool, enhancing the learner’s engagement, and can be developed with the goal of improving measured healthcare outcomes. Lastly, simulation-based medical education and training may be used to validate particular skill sets and define proficiency, and may even have a future role in accreditation.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Duffy TP. The Flexner report—100 years later. Yale J Biol Med. 2011;84:269–76.
Barton M, Grüntzig J, Husmann M, Rösch J. Balloon angioplasty—the legacy of Andreas Grüntzig, MD (1939–1985). Front Cardiovasc Med. 2014;1:15.
Rosen KR. The history of medical simulation. J Crit Care. 2008;23:157–66.
Okuda Y, Bryson EO, DeMaria S Jr, Jacobson L, Quinones J, Shen B, Levine AI. The utility of simulation in medical education: what is the evidence? Mt Sinai J Med. 2009;76:330–43.
Ruddy RM, Patterson MD. Medical simulation: a tool for recognition of and response to risk. Pediatr Radiol. 2008;38 Suppl 4:S700–6.
Akaike M, Fukutomi M, Nagamune M, Fujimoto A, Tsuji A, Ishida K, Iwata T. Simulation-based medical education in clinical skills laboratory. J Med Investig. 2012;59:28–35.
Via DK, Kyle RR, Trask JD, Shields CH, Mongan PD. Using high-fidelity patient simulation and an advanced distance education network to teach pharmacology to second-year medical students. J Educ Perioper Med. 2004;6:E031.
Fitch MT. Using high-fidelity emergency simulation with large groups of preclinical medical students in a basic science course. Med Teach. 2007;29:261–3.
Ewy GA, Felner JM, Juul D, Mayer JW, Sajid AW, Waugh RA. Test of a cardiology patient simulator with students in fourth-year electives. J Med Educ. 1987;62:738–43.
Morgan PJ, Cleave-Hogg D, Desousa S, Lam-McCulloch J. Applying theory to practice in undergraduate education using high fidelity simulation. Med Teach. 2006;28:e10–5.
Leach DC, Philibert I. High-quality learning for high-quality health care: getting it right. JAMA. 2006;296:1132–4.
Okuda Y, Quinones J. The use of simulation in the education of emergency care providers for cardiac emergencies. Int J Emerg Med. 2008;1:73–7.
Berkenstadt H, Ziv A, Gafni N, Sidi A. The validation process of incorporating simulation-based accreditation into the anesthesiology Israeli national board exams. Isr Med Assoc J. 2006;8:728–33.
Zarifsanaiey N, Amini M, Saadat F. A comparison of educational strategies for the acquisition of nursing student’s performance and critical thinking: simulation-based training vs. integrated training (simulation and critical thinking strategies). BMC Med Educ. 2016;16:294.
Schimmel DR, Sweis R, Cohen ER, Davidson C, Wayne DB. Targeting clinical outcomes: endovascular simulation improves diagnostic coronary angiography skills. Catheter Cardiovasc Interv. 2016;87:383–8.
Kwan B, Bui G, Jain P, Shah N, Juang D. Exploring simulation in the internal medicine clerkship. Clin Teach. 2017;14:349–55.
Barsuk JH, Cohen ER, Feinglass J, McGaghie WC, Wayne DB. Clinical outcomes after bedside and interventional radiology paracentesis procedures. Am J Med. 2013;126:349–56.
Barsuk JH, McGaghie WC, Cohen ER, O’Leary KJ, Wayne DB. Simulation-based mastery learning reduces complications during central venous catheter insertion in a medical intensive care unit. Crit Care Med. 2009;37:2697–701.
Barsuk JH, Cohen ER, Feinglass J, McGaghie WC, Wayne DB. Use of simulation-based education to reduce catheter-related bloodstream infections. Arch Intern Med. 2009;169:1420–3.
Daupin J, Atkinson S, Bédard P, Pelchat V, Lebel D, Bussières J-F. Medication errors room: a simulation to assess the medical, nursing and pharmacy staffs’ ability to identify errors related to the medication-use system. J Eval Clin Pract. 2016;22:907–16.
Institute of Medicine (US) Committee on Quality of Health Care in America, Kohn LT, Corrigan JM, Donaldson MS. To err is human: building a safer health system. Washington (DC): National Academies Press (US); 2000.
Baker GR, Norton PG, Flintoft V, et al. The Canadian Adverse Events Study: the incidence of adverse events among hospital patients in Canada. CMAJ. 2004;170:1678–86.
Riley W, Begun JW, Meredith L, Miller KK, Connolly K, Price R, Muri JH, McCullough M, Davis S. Integrated approach to reduce perinatal adverse events: standardized processes, interdisciplinary teamwork training, and performance feedback. Health Serv Res. 2016;51(Suppl 3):2431–52.
Moss J, Berner ES. Evaluating clinical decision support tools for medication administration safety in a simulated environment. Int J Med Inform. 2015;84:308–18.
Prakash V, Koczmara C, Savage P, Trip K, Stewart J, McCurdie T, Cafazzo JA, Trbovich P. Mitigating errors caused by interruptions during medication verification and administration: interventions in a simulated ambulatory chemotherapy setting. BMJ Qual Saf. 2014;23:884–92.
Yue L, Plummer V, Cross W. The effectiveness of nurse education and training for clinical alarm response and management: a systematic review. J Clin Nurs. 2017;26:2511–26.
Bryan RL, Kreuter MW, Brownson RC. Integrating adult learning principles into training for public health practice. Health Promot Pract. 2009;10:557–63.
Stufflebeam DL. Guidelines for developing evaluation checklists: the Checklists Development Checklist (CDC). Kalamazoo: Western Michigan University; 2000.
Ericsson KA, Krampe RT, Tesch-Romer C. The role of deliberate practice in the acquisition of expert performance. Psychol Rev. 1993;100:363–406.
Ericsson KA. Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains. Acad Med. 2004;79:S70–81.
WC MG, Siddall VJ, Mazmanian PE, Myers J, American College of Chest Physicians Health and Science Policy Committee. Lessons for continuing medical education from simulation research in undergraduate and graduate medical education: effectiveness of continuing medical education: American College of Chest Physicians evidence-based educational guidelines. Chest. 2009;135:62S–8S.
Ericsson KA. Acquisition and maintenance of medical expertise: a perspective from the expert-performance approach with deliberate practice. Acad Med. 2015;90:1471–86.
McGaghie WC, Issenberg SB, Cohen ER, Barsuk JH, Wayne DB. Does simulation-based medical education with deliberate practice yield better results than traditional clinical education? A meta-analytic comparative review of the evidence. Acad Med. 2011;86:706–11.
Cohen ER, McGaghie WC, Wayne DB, Lineberry M, Yudkowsky R, Barsuk JH. Recommendations for reporting mastery education research in medicine (ReMERM). Acad Med. 2015;90:1509–14.
Cook DA, Brydges R, Zendejas B, Hamstra SJ, Hatala R. Mastery learning for health professionals using technology-enhanced simulation: a systematic review and meta-analysis. Acad Med. 2013;88:1178–86.
McGaghie WC, Issenberg SB, Barsuk JH, Wayne DB. A critical review of simulation-based mastery learning with translational outcomes. Med Educ. 2014;48:375–85.
Carlson J, Tomkowiak J, Knott P. Simulation-based examinations in physician assistant education: a comparison of two standard-setting methods. J Physician Assist Educ. 2010;21:7–14.
Sawyer T, Eppich W, Brett-Fleegler M, Grant V, Cheng A. More than one way to debrief: a critical review of healthcare simulation debriefing methods. Simul Healthc. 2016;11:209–17.
Cooper JB, Taqueti VR. A brief history of the development of mannequin simulators for clinical education and training. Qual Saf Health Care. 2004;13(Suppl 1):i11–8.
Gallagher AG. Metric-based simulation training to proficiency in medical education: what it is and how to do it. Ulster Med J. 2012;81:107–13.
Seymour NE, Gallagher AG, Roman SA, O’Brien MK, Andersen DK, Satava RM. Analysis of errors in laparoscopic surgical procedures. Surg Endosc. 2004;18:592–5.
Prenner SB, Wayne DB, Sweis RN, Cohen ER, Feinglass JM, Schimmel DR. Simulation-based education leads to decreased use of fluoroscopy in diagnostic coronary angiography. Catheter Cardiovasc Interv. Aug 2017; https://doi.org/10.1002/ccd.27203. [Epub ahead of print]
Jensen UJ, Jensen J, Olivecrona G, Ahlberg G, Lagerquist B, Tornvall P. The role of a simulator-based course in coronary angiography on performance in real life cath lab. BMC Med Educ. 2014;14:49.
Green S, Klein AJ, Pancholy S, Rao SV, Steinberg D, Lipner R, Marshall J, Messenger JC. The current state of medical simulation in interventional cardiology: a clinical document from the Society for Cardiovascular Angiography and Intervention’s (SCAI) Simulation Committee. Catheter Cardiovasc Interv. 2014;83:37–46.
Acknowledgments
I would like to acknowledge Drs. Diane Wayne, Jeffrey Barsuk, and William McGaghie for their mentorship and contributions to the field of simulation-based medical education.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer International Publishing AG, part of Springer Nature
About this chapter
Cite this chapter
Schimmel, D. (2018). Focus on Professional Expertise Acquisition: Simulation Training. In: Lanzer, P. (eds) Textbook of Catheter-Based Cardiovascular Interventions. Springer, Cham. https://doi.org/10.1007/978-3-319-55994-0_9
Download citation
DOI: https://doi.org/10.1007/978-3-319-55994-0_9
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-55993-3
Online ISBN: 978-3-319-55994-0
eBook Packages: MedicineMedicine (R0)