Patient simulation for training basic and advanced clinical skills
Patient simulation for training basic and advanced clinical skills
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DOI：
10.1046/j.1365-2923.37.s1.6.x
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发表时间：
2003-11-01
影响因子：
6
通讯作者：
Good, ML
中科院分区：
文献类型：
--
作者：
Good, ML
患者模拟器越来越多地用于医疗保健专业人员的教育和培训。本文描述了人类患者模拟器的发展历史，当代模拟器的特点，使用患者模拟器获得基本和高级临床技能，以及这种创新学习方式的好处，成本，局限性和有效性。人体病人模拟器的发展始于20世纪60年代末，并在20世纪80年代末和90年代初加速。一些模拟器系统现在是专业制造的，商业化的，并在美国和世界各地的数百个医疗中心，大学和学院使用。现代患者模拟器具有许多临床特征，并且由于复杂的生理和药理学模型自动控制许多特征，因此对干预的观察和反应具有越来越高的真实感。模拟器用于教授基本技能，如呼吸生理学和心血管血流动力学，以及高级临床技能，如处理气道困难、张力性气胸、肺栓塞和休克。效益，成本和局限性模拟实验室提供了独特的教育优势，特别是学习如何识别和治疗罕见的，复杂的，临床问题。基于模拟器的教育方案的费用包括设施、设备和人员。目前的限制包括临床现实的病人模型和教师的发展。
Introduction Patient simulators are increasingly used in the education and training of healthcare professionals. This paper describes the history of human patient simulator development, the features of contemporary simulators, the acquisition of basic and advanced clinical skills using patient simulators, and the benefits, cost, limitations and effectiveness of this innovative learning modality.Simulator development The development of human patient simulators began in the late 1960s, and accelerated in the late 1980s and early 1990s. Several simulator systems are now professionally manufactured, commercially available, and used at hundreds of medical centres, universities and colleges in the USA and throughout the world. Contemporary patient simulators have many clinical features, and look and respond to interventions with ever-increasing degrees of realism because sophisticated physiological and pharmacological models automatically control many features. Simulator use in medical education Simulators are used to teach basic skills, such as respiratory physiology and cardiovascular haemodynamics, and advanced clinical skills, e.g. management of difficult airways, tension pneumothorax, pulmonary embolism and shock.Benefits, costs and limitations The simulation laboratory offers distinct educational advantages, especially for learning how to recognise and to treat rare, complex, clinical problems. Costs of simulator-based educational programmes include facility, equipment and personnel. Current limitations include clinical realism of the patient manikin and faculty development.