University of Dundee, Dundee, Scotland.
Arch Gynecol Obstet. 2021 Dec;304(6):1383-1386. doi: 10.1007/s00404-021-06133-4.
Despite having a good understanding of medicine, doctors lack clinical skills, problem-solving abilities, and the ability to apply knowledge to patient care, particularly in unanticipated circumstances. To overcome this, medical education has evolved into a system-oriented core curriculum with cognitive, psychomotor, and affective learning goals. With an emphasis on problem-based learning, the educator's aim is to establish a long-term, predetermined improvement in the learner's behavior, acquired skills, and attitudes (Datta R, Upadhyay KK, Jaideep CN. Simulation and its role in medical education. Med J Armed Forces India. 2012;68(2):167-172. https://doi.org/10.1016/S0377-1237(12)60040-9 ). However, teaching these disciplines to real patients is almost impossible; this is where simulation comes in. This opinion paper will discuss the relevance and necessity of a simulation-based undergraduate curriculum in obstetrics and gynecology. What are the biggest obstacles that medical schools face in making the most of simulation-based learning, and how can they be overcome?
尽管医生对医学有很好的理解，但他们缺乏临床技能、解决问题的能力和将知识应用于患者护理的能力，特别是在意外情况下。为了克服这一问题，医学教育已经发展成为一个以系统为导向的核心课程，具有认知、心理运动和情感学习目标。以基于问题的学习为重点，教育者的目标是建立学习者行为、习得技能和态度的长期、预定的改善（Datta R、Upadhyay KK、Jaideep CN。模拟及其在医学教育中的作用。印度武装部队医学杂志。2012;68(2):167-172. https://doi.org/10.1016/S0377-1237(12)60040-9）。然而，在真实患者身上教授这些学科几乎是不可能的；这就是模拟的用武之地。本观点文章将讨论在妇产科中实施基于模拟的本科课程的相关性和必要性。医学院在充分利用基于模拟的学习方面面临的最大障碍是什么，以及如何克服这些障碍？
