Albin Catherine S W, Greene J Palmer, LaHue Sara C, Kandiah Prem, Kurzweil Arielle M, Mikhaeil-Demo Yara, Morris Nicholas A
From the Department of Neurology (C.S.W.A., P.K.), Emory University School of Medicine, Atlanta, GA; Department of Neurology (J.P.G., S.C.L.), School of Medicine, and Department of Neurology (S.C.L.), Weill Institute for Neurosciences, University of California, San Francisco; Department of Neurology (A.M.K.), NYU Grossman School of Medicine, New York; Department of Neurology (Y.M.-D.), Northwestern University Feinberg School of Medicine, Chicago, IL; and Program in Trauma (N.A.M.), Department of Neurology, University of Maryland School of Medicine, Baltimore.
Neurol Educ. 2023 Mar 9;2(1):e200042. doi: 10.1212/NE9.0000000000200042. eCollection 2023 Mar.
Simulation is an engaging modality of medical education that leverages adult learning theory. Since its inception, educators have used simulation to train clinicians in bedside procedures and neurologic emergencies, as well as in communication, teamwork, and leadership skills. Many applications of simulation in neurology are yet to be fully adopted or explored. However, challenges to traditional educational paradigms, such as the shift to competency-based assessments and the need for remote or hybrid platforms, have created an impetus for neurologists to embrace simulation. In this article, we explore how simulation might be adapted to meet these current challenges in neurologic education by reviewing the existing literature in simulation from the field of neurology and beyond. We discuss how simulation can engage neurology trainees who seek interactive, contextualized, on-demand education. We consider how educators can incorporate simulation for competency-based evaluations and procedural training. We foresee a growing role of simulation initiatives that assess bias and promote equity. We also provide tangible solutions that make simulation an educational tool that is within reach for any educator in both high-resource and low-resource settings.
模拟是一种引人入胜的医学教育方式，它利用成人学习理论。自诞生以来，教育工作者一直使用模拟来培训临床医生进行床边操作和处理神经科急症，以及培养沟通、团队合作和领导技能。模拟在神经病学中的许多应用尚未得到充分采用或探索。然而，传统教育模式面临的挑战，如向基于能力的评估转变以及对远程或混合平台的需求，促使神经科医生接受模拟。在本文中，我们通过回顾神经病学领域及其他领域模拟的现有文献，探讨如何调整模拟以应对神经病学教育中的当前挑战。我们讨论模拟如何吸引寻求互动、情境化、按需教育的神经病学实习生。我们考虑教育工作者如何将模拟纳入基于能力的评估和操作培训。我们预见评估偏差和促进公平的模拟举措将发挥越来越大的作用。我们还提供切实可行的解决方案，使模拟成为高资源和低资源环境中任何教育工作者都能使用的教育工具。
