Le Khang Duy Ricky
Department of General Surgical Specialties, The Royal Melbourne Hospital, Melbourne, AUS.
Department of Surgical Oncology, Peter MacCallum Cancer Centre, Melbourne, AUS.
Cureus. 2023 Nov 21;15(11):e49159. doi: 10.7759/cureus.49159. eCollection 2023 Nov.
A challenge for medical educators is to provide learning opportunities that allow students to develop technical and non-technical skills as set by the clearly defined learning objectives within their relevant institutions. This is particularly relevant in clinical education, which encompasses a vast majority of medical education. Specifically, clinical education is highly variable, with numerous distractions, interruptions and variability in learning experience and quality of clinical educators which often result in underprepared medical students by the time they transition into clinical practice. Simulation-based teaching (SBT) has been a key pedagogical approach that has been implemented into curriculum design to assist with addressing some of these educational challenges. However, their implementation is highly variable, and research into evidence-based best practice considerations in SBT design and implementation is fundamental to their success in medical student development. A narrative review was performed following a computer-assisted search on electronic databases Medline, Embase and Google Scholar. Relevant papers that explored the role of SBT in medical education were considered for this review. SBT is an important pedagogical approach to support the education of medical students. Their use has the benefit of providing a standardised and safe environment that mimics 'real life' as a means of allowing students to hone key skills with respect to clearly defined learning outcomes. The role of debriefing and feedback is crucial to the development of efficacious SBT programs, and therefore the upskilling and training of educators is a key aspect of evidence-based SBT design. Despite this, medical educators must be cognisant of the limitations of SBT. These include the cost and resources required to develop and implement SBT sessions, the effort and conceptualisation required to standardise and ensure these programs reflect real-life situations as well as the degree of training for facilitators to ensure they can best deliver and achieve learning outcomes and provide effective debriefing and feedback for students. Understanding the educational frameworks and the evidence-based best practice principles for SBT design and implementation is highly necessary for medical educators given the resource demands of SBT programs.
医学教育工作者面临的一项挑战是提供学习机会，使学生能够培养技术和非技术技能，这些技能是由其所在相关机构明确界定的学习目标所设定的。这在临床教育中尤为重要，因为临床教育涵盖了大部分医学教育。具体而言，临床教育差异很大，存在诸多干扰、中断情况，且学习体验和临床教育工作者的素质参差不齐，这往往导致医学生在过渡到临床实践时准备不足。基于模拟的教学（SBT）一直是一种关键的教学方法，已被纳入课程设计，以帮助应对其中一些教育挑战。然而，其实施情况差异很大，对SBT设计和实施中基于证据的最佳实践考量进行研究，对于其在医学生培养方面的成功至关重要。在对电子数据库Medline、Embase和谷歌学术进行计算机辅助搜索后，进行了一项叙述性综述。本综述纳入了探讨SBT在医学教育中作用的相关论文。SBT是支持医学生教育的一种重要教学方法。其使用的好处是提供一个标准化且安全的环境，模拟“现实生活”，让学生能够针对明确界定的学习成果磨练关键技能。总结汇报和反馈的作用对于有效的SBT项目的开展至关重要，因此教育工作者的技能提升和培训是基于证据的SBT设计的一个关键方面。尽管如此，医学教育工作者必须认识到SBT的局限性。这些局限性包括开展和实施SBT课程所需的成本和资源、标准化以及确保这些项目反映现实生活情况所需的努力和概念化过程，以及对主持人进行培训的程度，以确保他们能够最好地实现学习成果并为学生提供有效的总结汇报和反馈。鉴于SBT项目对资源的需求，医学教育工作者非常有必要了解SBT设计和实施的教育框架以及基于证据的最佳实践原则。
