Curtis Michael T, DiazGranados Deborah, Feldman Moshe
University of Central Florida, Institute for Simulation and Training, Team Performance Laboratory, Richmond, VA 23221, USA.
J Contin Educ Health Prof. 2012 Fall;32(4):255-60. doi: 10.1002/chp.21153.
Use of simulation-based training is fast becoming a vital source of experiential learning in medical education. Although simulation is a common tool for undergraduate and graduate medical education curricula, the utilization of simulation in continuing medical education (CME) is still an area of growth. As more CME programs turn to simulation to address their training needs, it is important to highlight concepts of simulation technology that can help to optimize learning outcomes. This article discusses the role of fidelity in medical simulation. It provides support from a cross section of simulation training domains for determining the appropriate levels of fidelity, and it offers guidelines for creating an optimal balance of skill practice and realism for efficient training outcomes. After defining fidelity, 3 dimensions of fidelity, drawn from the human factors literature, are discussed in terms of their relevance to medical simulation. From this, research-based guidelines are provided to inform CME providers regarding the use of simulation in CME training.
基于模拟的培训正迅速成为医学教育中体验式学习的重要来源。尽管模拟是本科和研究生医学教育课程的常用工具，但模拟在继续医学教育（CME）中的应用仍在不断发展。随着越来越多的CME项目转向模拟来满足其培训需求，突出有助于优化学习成果的模拟技术概念非常重要。本文讨论了逼真度在医学模拟中的作用。它提供了来自模拟训练各领域的支持，以确定适当的逼真度水平，并提供了为实现高效训练成果而在技能练习和真实感之间创造最佳平衡的指导方针。在定义逼真度之后，从人因学文献中提取的逼真度的三个维度将根据它们与医学模拟的相关性进行讨论。据此，提供基于研究的指导方针，以告知CME提供者在CME培训中使用模拟的相关情况。
