Incorporating simulation into a residency curriculum.
The integration of simulation into a medical postgraduate curriculum requires informed implementation in ways that take advantage of simulation's unique ability to facilitate guided application of new knowledge. It requires review of all objectives of the training program to ensure that each of these is mapped to the best possible learning method. To take maximum advantage of the training enhancements made possible by medical simulation, it must be integrated into the learning environment, not simply added on. This requires extensive reorganization of the resident didactic schedule. Simulation planning is supported by clear learning objectives that define the goals of the session, promote learner investment in active participation and allow for structured feedback for individual growth. Teaching to specific objectives using simulation requires an increased time commitment from teaching faculty and careful logistical planning to facilitate flow of learners through a series of simulations in ways that maximize learning. When applied appropriately, simulation offers a unique opportunity for learners to acquire and apply new knowledge under direct supervision in ways that complement the rest of the educational curriculum. In addition, simulation can improve the learning environment and morale of residents, provide additional methods of resident evaluation, and facilitate the introduction of new technologies and procedures into the clinical environment.
Takayesu
James K
JK
Department of Emergency Medicine, Massachusetts General Hospital, Harvard Medical School, 5 Emerson Place, Boston, MA 02114, USA. jtakayesu@partners.org
Nadel
Eric S
ES
Bhatia
Kriti
K
Walls
Ron M
RM
D003198:Computer Simulation; D003194:Computer-Assisted Instruction; D003479:Curriculum; D006801:Humans; D007396:Internship and Residency / Q000379:methods*; D008611:Mentors; D016544:Patient Simulation; D018794:Problem-Based Learning / Q000191:economics / Q000379:methods*