Instructional Simulation - Uses in Medicine

Uses in Medicine

Sokolowski classifies medical simulations in 3 categories: 1. Simulators based on physical models, usually referred to as the Human Patient Simulator (HPS), of which several prototype exist for different purposes (CentraLine Man, Noelle and Pediasim mannequins); 2. Virtual Reality training simulators based on computers – i.e. LapVR Surgical Simulator, and Suture Tutor; 3. a hybrid model of the first two kinds combines a realistic 3D computerized representation of an organ system, for example, with the ability to interface with it through haptic devices.

The use of simulation-based learning in the medical field has many benefits, including patient safety, accelerating diagnostic and therapeutic procedures, unfulfilled demand for medical personnel, medical cost reduction and lowering of medical errors that amount to loss of life and associated costs. The use of current technologies allow for very high fidelity simulations. These include Immersive Virtual Environments (IVEs)- computer based 3D environments known as serious games, and other very highly immersive virtual environments, such as Cave Automatic Virtual environment(CAVE),in which the student sits in a projection room wearing goggles and gloves equipped with sensors. This haptic technology activates the sense of touch, allowing the trainee to interface with a simulated patient, as well as to receive visual and auditory feedbacks, making the simulated learning experience very realistic.

According to research, the best instructional simulators, medical or otherwise, contain these elements:

• provide feedback
• involve repetitive practice
• integrate with the curricula
• possess a range of difficulty levels
• involve multiple learning strategies
• capture clinical variations
• occur in a control environment
• utilize individualized learning
• define expected outcomes
• possess validity.

Immersive Virtual Environments (IVEs) in medical education range from teaching simple skills (taking a patient's blood) to complex skills (internal surgery). Different medical care providers use simulations for different purposes: emergency medical technicians, medics involved in combat environments, nurses, doctors, surgeons and medical First Responders in. IVEs simulate the human body so as to provide the student or trainee with the opportunity to realistically practice and thus become proficient as to the particular technique to be taught. IVEs are commonly used when teaching patient examination, surgical procedures and assessment (individual and collaborative). Students are relieved to know that these simulations are practice and appreciate the opportunity to make mistakes now rather than later. The use of IVEs provides a controlled, safe environment for students to learn and so the anxiety factor is reduced. Students can discuss the symptoms more openly than they could with an actual patient. At the same time, however, students use all the protocol they would with a real patient. That means they introduce themselves, address the patients by name and respect their privacy.

The use of the simulation saves lives and money by reducing medical errors, training time, operating room time and the need to replace expensive equipment. Simulation users may practice on a variety of patients, each of which has a different case history, exhibits unique symptoms, and responds to user actions with appropriate physiological responses. As in real life, patient anatomy moves with the beating of the heart and the breathing of the lungs while tissues deform, bruise and bleed. The system generates a detailed evaluation after each session, enabling users and supervisors to measure the success of simulated procedures.