Vice Dean College of Medicine, University of Sharjah, Sharjah, United Arab Emirates.
BMC Med Educ. 2024 Aug 28;24(1):941. doi: 10.1186/s12909-024-05916-y.
Simulation in healthcare, empowered by big data analytics and artificial intelligence (AI), has the potential to drive transformative innovations towards enhanced interprofessional collaboration (IPC). This convergence of technologies revolutionizes medical education, offering healthcare professionals (HCPs) an immersive, iterative, and dynamic simulation platform for hands-on learning and deliberate practice. Big data analytics, integrated in modern simulators, creates realistic clinical scenarios which mimics real-world complexities. This optimization of skill acquisition and decision-making with personalized feedback leads to life-long learning. Beyond clinical training, simulation-based AI, virtual reality (VR), and augmented reality (AR) automated tools offer avenues for quality improvement, research and innovation, and team working. Additionally, the integration of VR and AR enhances simulation experience by providing realistic environments for practicing high-risk procedures and personalized learning. IPC, crucial for patient safety and quality care, finds a natural home in simulation-based education, fostering teamwork, communication, and shared decision-making among diverse HCP teams. A thoughtful integration of simulation-based medical education into curricula requires overcoming its barriers such as professional silos and stereo-typing. There is a need for a cautious implantation of technology in clinical training without overly ignoring the real patient-based medical education.
医疗保健中的模拟技术,借助大数据分析和人工智能(AI)的力量,有可能推动向增强跨专业协作(IPC)的变革性创新。这些技术的融合彻底改变了医学教育,为医疗保健专业人员(HCP)提供了一个身临其境、迭代和动态的模拟平台,用于实践学习和刻意练习。大数据分析与现代模拟器相结合,创造出模拟真实世界复杂性的逼真临床场景。这种优化的技能获取和决策制定与个性化反馈相结合,实现了终身学习。除了临床培训外,基于模拟的 AI、虚拟现实(VR)和增强现实(AR)自动化工具为质量改进、研究和创新以及团队合作提供了途径。此外,VR 和 AR 的集成通过为高风险程序的实践和个性化学习提供逼真的环境,增强了模拟体验。IPC 对于患者安全和优质护理至关重要,在基于模拟的教育中找到了自然的归宿,促进了不同 HCP 团队之间的团队合作、沟通和共同决策。要将基于模拟的医学教育深思熟虑地融入课程中,需要克服其障碍,例如专业隔阂和刻板印象。在临床培训中需要谨慎地采用技术,但不能过于忽视基于真实患者的医学教育。