Cover -- Title page -- Copyright page -- Contents -- Contributors -- Foreword -- Glossary and abbreviations -- Features contained within your textbook -- CHAPTER 1: Essential simulation in clinical education -- History -- Evidence -- Teaching, learning and assessment -- The people -- The skills: technical, non-technical and team working -- The places -- Doing it -- Real-life examples -- The future -- References -- CHAPTER 2: Medical simulation: the journey so far -- Definition -- Taxonomy -- Early simulators -- Part task trainers -- Real people as simulators -- Screen-based simulation -- Simulated environments -- Virtual reality -- Development of simulation education centres -- Guidelines and regulation -- References -- CHAPTER 3: The evidence: what works, why and how? -- Essential features for effective learning: what works? -- Feedback -- Repetitive practice - deliberate practice -- Procedural skills -- Curriculum integration -- Outcome measurement -- Level 1 -- Level 2 -- Levels 3 and 4 -- Simulation used for high-stakes assessment -- Moving forward - challenges and perspectives -- Integration of simulation-based activities based on best practice -- Research in simulation-based training -- References -- CHAPTER 4: Pedagogy in simulation-based training in healthcare -- Three related dimensions in skills learning -- Pedagogy and learning theory -- Instructional strategies -- Creating learning opportunities -- Recognizing learning opportunities -- Using a learning opportunity -- Issues related to learners -- Issues related to task -- Specific versus general tasks -- Issues related to context -- Simulation fidelity -- The as-if as a learning tool -- Facilitators, learners and their interaction -- Feedback -- References -- CHAPTER 5: Assessment -- Purposes of assessment in education -- Principles of assessment -- Advances in technology.

Assessment: the practicalities -- Defining the domains of assessment -- Scoring metrics -- Assessors -- Piloting the assessment -- Organizing and running the assessment -- Quality assurance -- Challenges and future directions -- References -- CHAPTER 6: The roles of faculty and simulated patients in simulation -- Faculty -- Ethical and professional values -- Educational context -- Roles and skills required -- Faculty training -- The principles of a faculty development programme -- Standards, quality assurance and recognition -- Educational leadership -- Simulated patients -- Definitions and nomenclature -- A brief history of SPs -- Educational contexts -- Integrated teaching of technical skills and communication ('hybrid simulation') -- SPs as teachers -- SPs as assessors -- Using SPs to assess clinical practice and healthcare systems -- Recruitment and selection of SPs -- Being an SP -- Training and assessment of SPs -- Training SPs in the history and consultation -- Training SPs to portray physical signs -- Training SPs to provide feedback and facilitate a small group -- Training the trainers and clinical educators -- Assessment of SP preparation -- Professional and personal development -- References -- CHAPTER 7: Surgical technical skills -- Technical skills -- Simulation in technical skills training -- Box trainers simulation (endotrainers) -- Animal training models -- Virtual reality simulators -- Minimally invasive surgery trainer-virtual reality -- Technical skills training content, assessment and validity -- Curriculum development -- Translation into the operating room -- High-fidelity simulators: LapSim -- Haptic feedback -- Future potential of procedural simulators -- Simulation in Interventional Specialities -- Integration of simulation into formal technical skills training -- A proposed model for surgical simulation training.

Beyond technical skills training: selection, stressors and revalidation -- Infrastructure -- A future 'virtual' reality -- References -- CHAPTER 8: The non-technical skills -- Human factors and non-technical skills in safety -- CRM training in healthcare -- Non-technical skills in healthcare -- Use of behavioural marker systems for feedback -- First, acquire the technical skill - then make the context real -- Surfacing non-technical skills associated with practical procedures -- Using scenarios to highlight non-technical skills -- The design process -- Stage 1: scenario learning objectives -- Stage 2: storyboard: technical aspects of performance -- Stage 3: storyboard: non-technical integration -- Designing scenarios to develop non-technical skills -- Designing and running your own scenarios with embedded non-technical skills -- 1. Learning objectives: 'where's the challenge?' -- 2. Fidelity and engagement -- 3. Analysis and take home messages - understanding the message -- 4. Safe learning environment -- References -- CHAPTER 9: Teamwork -- Introduction -- A call for improved teamwork in healthcare: drivers and barriers -- Drivers for team training -- Barriers to team training -- On teams, teamwork and training: definitions, evidence and perspectives -- Evidence on team training -- Team training: content, environment, design and implementation -- What to teach: teamwork behaviours -- What to teach: cognition -- What to teach: attitudes -- Teaching environment: where, when, what and who -- Designing and implementing SBTT -- Assessing teams: what to assess, measurement tools and common outcomes -- Develop measures from a theoretical framework -- Define the purpose of the assessment, and design the measure to meet this purpose -- Design the measure based on the competencies required in the particular context.

Measure different components of performance -- Link measures to scenario events -- Focus on observable markers -- Train the instructors -- References -- CHAPTER 10: Designing effective simulation activities -- Introduction -- Justification for developing a simulation facility -- Influencing factors -- Training needs analysis -- Embedding simulation into training -- Funding -- Users of the facility -- Quality assurance -- Stakeholder engagement -- The planning continuum -- Faculty development and support -- Participant considerations -- Sustainability -- Use of space and resources -- Equipment -- Staffing -- Management -- Administrative support -- Technical support -- Educators -- Running a facility -- References -- CHAPTER 11: Distributed simulation -- Introduction -- Distributed simulation: conceptual and theoretical foundations -- Optimized level of fidelity -- Low-cost, portable and versatile: widening access to meet users' needs -- Design process and anatomy of the distributed simulation system -- The distributed simulation environment -- Distributed simulation audio and visual interface -- Distributed simulation simulators -- Exploring and investigating the distributed simulation concept -- Validation of distributed simulation -- Context augmented surgical training (CAST) -- Simulating clinical challenge in procedural skills simulation -- Public engagement -- Future work on distributed simulation -- Trauma team training -- Care pathway modelling -- Conclusion -- References -- CHAPTER 12: Providing effective simulation activities -- Case background -- Introduction -- Pre-briefing -- Course/setting introduction -- Orientation to the simulated learning environment -- Scenario briefing -- Simulation scenario -- Using audiovisual equipment -- Your set-up -- Further considerations -- Debriefing -- Components of a debriefing -- Course ending.

References -- CHAPTER 13: Simulation in practice -- Simulation for learning cardiology -- Background -- What was done -- Results and outcomes -- Take-home messages -- Assessing leadership skills in medical undergraduates -- Background -- What was done? -- Results and outcomes -- Take-home message -- What went well/worked well -- What would you do differently? -- Simulation for interprofessional learning -- Background -- What was done -- Results and outcomes -- Take-home messages -- Use of in situ simulations to identify barriers to patient care for multidisciplinary teams in developing countries -- Background -- What was done -- Results and outcomes -- Take-home messages -- What went well/worked well -- What would we do differently -- Clinical skills assessment for paediatric postgraduate physicians -- Background -- What was done -- Results and outcomes -- Take-home messages -- What went well/worked well -- What would we do differently -- The challenge of doctors in difficulty: using simulated healthcare contexts to develop a national assessment programme -- Background -- What was done -- Results and outcome -- Take-home messages -- What went well/worked well -- What would you do differently -- Simulation for remote and rural practice -- Background -- What was done -- Results and outcomes -- Take-home messages -- What went well/worked well -- What would you do differently -- The use of incognito standardized patients in general practice -- Background -- What was done -- Results and outcomes -- Take-home messages -- What went well/worked well -- What would you do differently -- Integration of simulation-based training for the trauma team in a university hospital -- Background -- What was done -- Results and outcomes -- Take-home messages -- Conclusion -- Acknowledgements -- References -- CHAPTER 14: The future for simulation.

Horizon scanning: the impact of technological change.

Description based on publisher supplied metadata and other sources.

Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2022. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.