Motavalli Al, Nestel Debra
1Department of Anaesthesia, The Royal Victorian Eye & Ear Hospital, 32 Gisborne St, East Melbourne, VIC 3002 Australia.
2HealthPEER, Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, VIC Australia.
Adv Simul (Lond). 2016 Jan 11;1:3. doi: 10.1186/s41077-015-0005-7. eCollection 2016.
Simulation-based education (SBE) has the potential to misrepresent clinical practice as relatively simplistic, and as being made safer through simplistic behavioural explanations. This review provides an overview of a well-documented and robust psychological construct - in the context of learning in healthcare simulations. Motivating this review are our observations that post-simulation debriefings may be oversimplified and by knowledge of scenario outcomes. Sometimes only limited consideration is given to issues that might be relevant to management in the complexity and uncertainty of real clinical practice. We use literature on to define the concept, inputs and implications. We offer examples from SBE where hindsight bias may occur and propose suggestions for mitigation. Influences of hindsight biases on SBE should be addressed by future studies.
基于模拟的教育（SBE）有可能将临床实践错误地呈现为相对简单化，并通过简单化的行为解释使其更安全。本综述概述了一个有充分文献记载且可靠的心理结构——在医疗模拟学习的背景下。促使我们进行本综述的是我们的观察结果，即模拟后的总结汇报可能过于简单化，并且受到情景结果知识的影响。有时，对于在真实临床实践的复杂性和不确定性中可能与管理相关的问题，只给予了有限的考虑。我们利用关于[具体内容缺失]的文献来定义概念、输入因素和影响。我们提供了SBE中可能出现事后诸葛亮偏见的例子，并提出了缓解建议。未来的研究应解决事后诸葛亮偏见对SBE的影响。
