Health Professional Education, Flinders University, Adelaide, South Australia, Australia.
Simul Healthc. 2012 Apr;7(2):102-16. doi: 10.1097/SIH.0b013e3182415a91.
An oft-cited belief that, until recently, simulators used in education of health care professionals were simple models is wrong. Hundreds of years ago and, in one instance, thousands of years ago, intricate models were used to help teach anatomy and physiology and in training in obstetrics and many surgical disciplines. Simulators were used to learn skills before performing them on patients and in high-stakes assessment.The newest technologies were often used in simulators to improve fidelity. In the 18th century, obstetric simulators could leak amniotic fluid, and blood were used to train midwives and obstetricians to recognize and manage complications of childbirth. Italy was the major source of simulators early in the 18th century, but in the 19th century, dominance in clinical simulation moved to France, Britain, and then Germany. In comparison, much of the 20th century was a "dark age" for simulation.
一个常被引用的观点认为，直到最近，医疗保健专业人员教育中使用的模拟器都是简单的模型，这是错误的。数百年前，甚至在一个例子中，数千年前，复杂的模型就被用于帮助教授解剖学和生理学，并在妇产科和许多外科学科的培训中使用。模拟器被用于在对患者进行操作之前练习技能，并进行高风险评估。新技术经常被用于模拟器中以提高保真度。在 18 世纪，产科模拟器可以泄漏羊水，血液被用于培训助产士和产科医生，以识别和处理分娩并发症。18 世纪早期，意大利是模拟器的主要来源，但到了 19 世纪，临床模拟的主导地位转移到了法国、英国，然后是德国。相比之下，20 世纪的大部分时间都是模拟技术的“黑暗时代”。
