Manchester Medical School, University of Manchester, Faculty of Medical and Human Sciences, UK.
Med Teach. 2011;33(1):1-3. doi: 10.3109/0142159X.2010.519412.
Studies in cognitive psychology inform us that the recall of information and its application are best when it is taught and rehearsed in environments similar to workplace. The healthcare professions are heavily task- and performance-based where non-technical skills, decision making and clinical reasoning are important alongside integrity, empathy and compassion. Most of these attributes are difficult to teach and assess in the traditional classrooms. Enhanced patient safety on one hand has to be the ultimate outcome of any medical curriculum while on the other hand, it itself can be potentially compromised in an apprenticeship-based model of medical education. A range of simulation techniques are very well placed to be used alongside clinical placements. These can be employed to enhance learning of healthcare professionals in safe environments, without compromising the patient safety, while maintaining a high degree of realism. This article builds an argument for the use of simulation techniques to enhance patient safety and points the readers to the AMEE Guide No. 50 on simulation, which is written as a practical manual on building a simulation programme in healthcare education.
认知心理学研究告诉我们，当信息在类似于工作场所的环境中被教授和复述时，其回忆和应用效果最佳。医疗保健专业人员的工作任务和绩效要求很高，其中非技术技能、决策和临床推理与正直、同理心和同情心同样重要。这些属性中的大多数都很难在传统教室中教授和评估。一方面，增强患者安全必须是任何医学课程的最终结果，另一方面，在以学徒制为基础的医学教育模式下，它本身可能会受到影响。一系列模拟技术非常适合与临床实习相结合使用。这些技术可以用于在安全的环境中增强医疗保健专业人员的学习，而不会危及患者安全，同时保持高度的真实性。本文提出了使用模拟技术来增强患者安全的理由，并向读者推荐了 AMEE 指南第 50 号，该指南是一本关于在医疗保健教育中建立模拟计划的实用手册。
