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A Simulation Story

Yıl 2025, Cilt: 3 Sayı: 1, 17 - 26, 01.05.2025

Fethi Sada Zekey , Kübra Uyar Zekey

Öz

Abstract
Simulation can be defined as a method or technique for learning that produces experiences without living a real event, guided by instructors. It offers opportunities for learning that are not available in real-life experiences, while also providing a multifaceted, educationally guided, feedback-rich, and safe environment.
In medical education, it is essential for medical students to be adequately prepared before encountering real patients. When faced with actual patients, adapting to a biopsychosocial approach and providing appropriate individual solutions is part of the art of medicine. Integrating different teaching methods with technology will contribute to the development of higher-quality physicians. One such teaching method is medical simulation.
Simulation applications provide the opportunity to work within dynamic scenarios that are rarely experienced under real conditions, sometimes difficult to replicate, and may pose risks to patients from a medical perspective. These dynamics will enable healthcare professionals to gain experience in increasingly prominent topics such as patient rights, ethics, and patient safety, allowing for more competent interventions. In this context, simulation-based education can serve as an important mechanism for enhancing the skills of healthcare professionals and can be an effective approach in teaching clinical skills.
The use of simulation-based education is invaluable in terms of integrating preclinical and clinical education in undergraduate programs, offering opportunities for rare case scenarios in postgraduate training, and contributing to the fields of malpractice, patient safety, and accountability in medical education, which are increasingly important today.

Anahtar Kelimeler

Medical Simulation Center Simulation Based Education Medical Education

Kaynakça

  • 1. Scheele F. The art of medical education. Facts Views Vis Obgyn. 2012;4(4):266-9.
  • 2. Institute of Medicine. To err is human: Building a safer health system. [Internet]. 1999 http://www.nationalacademies.org/hmd/~/media/Files/Report%20Files/1999/To-Err-is-Human/To%20Err%20is%20Human%201999%20%20report%20brief.pdf (Date of access: 03/12/2025).
  • 3. Mossialos E, Wenzl M, Osborn R, et al. International profiles of health care systems 2015. New York: The Commonwealth Fund; 2016. Available from: https://www.commonwealthfund.org/sites/default/files/documents/___media_files_publications_fund_report_2016_jan_1857_mossialos_intl_profiles_2015_v7.pdf
  • 4. So HY, Chen PP, Wong GKC, Chan TTN. Simulation in medical education. J R Coll Physicians Edinb. 2019; 49(1):52-57.
  • 5. Bradley P. The history of simulation in medical education and possible future directions. Med Educ. 2006; 40:254–62.
  • 6. Motola I, Devine LA, Chung HS, Sullivan JE, Issenberg SB. Simulation in healthcare education: A best evidence practical guide. AMEE Guide No. 82. Med Teach. 2013; 35:1511-30.
  • 7. Heuer A, Bienstock J, Zhang Y. Simulation-based training within selected allied health professions: an evidence-based systematic review. J Allied Health. 2022; 51(1), 59-71.
  • 8. Owen H. Simulation in Healthcare Education. Cham: Springer International Publishing; 2016.
  • 9. Bienstock J, Heuer A. A review on the evolution of simulation-based training to help build a safer future. Medicine (Baltimore). 2022 Jun 24;101(25): e29503.
  • 10. Yıldırım D, Özer Z, Kocaağalar E, Bölüktaş RP. Eğitimde İnovasyon: Sağlık Eğitiminde Simülasyon Kullanımı. Bilgi Ekonomisi ve Yönetimi Dergisi. 2019;14(1):33-41.
  • 11. Buck GH. Development of simulators in medical education. Gesnerus. 1991;48(1):7-28. 12. Beaubien JM, Baker SR. The role of medical simulation in the training of healthcare professionals. JAMA. 2004;292(9):1173-80.
  • 13. Cook DA, Hatala R. Technology-enhanced simulation for health professions education: A systematic review. JAMA. 2016; 316(1):9-10.
  • 14. Torf R. The role of virtual reality and augmented reality in medical training. Med Educ Online. 2010;15(1):14-25.
  • 15. Kneebone R. Simulating surgery: The future of surgical education. Med Educ. 2003;37(7):550-8.
  • 16. Marasco G, Nardone OM, Maida M, Boskoski I, Pastorelli L, Scaldaferri F. Impact of COVID-19 outbreak on clinical practice and training of young gastroenterologists. Eur Surv Dig Liver Dis. 2020;32(2):75-81.
  • 17. Dharamsi A, Hayman K, Yi S, Chow R, Yee C, Gaylord E. Enhancing departmental preparedness for COVID-19 using rapid cycle in situ simulation. J Hosp Infect. 2020; 105:604–7.
  • 18. Thoma B, Abbott C, Snell L. The future of the CanMEDS physician competency framework. Can Med Educ J. 2023 Mar 21;14(1):1-3.
  • 19. Frank JR, Danoff D. The CanMEDS initiative: implementing an outcomes-based framework of physician competencies. Med Teach. 2007;29(7):642–7.
  • 20. Lateef F. Simulation-based learning: Just like the real thing. J Emerg Trauma Shock. 2010;3(4):348-52.
  • 21. Elendu C, Amaechi DC, Okatta AU, Amaechi EC, Elendu TC, Ezeh CP, Elendu ID. The impact of simulation-based training in medical education: A review. Medicine (Baltimore). 2024 Jul 5;103(27): e38813.
  • 22. Ker J, Bradley P. Simulation in medical education. In: Swanwick T, editor. Understanding Medical Education: Evidence, Theory and Practice. 2nd ed. Oxford, UK: Wiley-Blackwell & ASME; 2010.
  • 23. Okuda Y, Bryson EO, DeMaria S Jr, Jacobson L, Quinones J, Shen B, Levine AI. The utility of simulation in medical education: what is the evidence? Mt Sinai J Med. 2009 Aug;76(4):330-43.
  • 24. Yu JH, Chang HJ, Kim SS, Park JE, Chung WY, Lee SK, Kim M, Lee JH, Jung YJ. Effects of high-fidelity simulation education on medical students' anxiety and confidence. PLoS One. 2021 May 13;16(5): e0251078.
  • 25. Andreatta PB, Woodrum DT, Birkmeyer JD, Yellamanchilli RK, Doherty GM, Gauger PG, Minter RM. Laparoscopic skills are improved with LapMentor training: results of a randomized, double-blinded study. Ann Surg. 2006 Jun;243(6):854-60; discussion 860-3.
  • 26. Sahu S, Lata I. Simulation in resuscitation teaching and training, an evidence-based practice review. J Emerg Trauma Shock. 2010 Oct;3(4):378-84.
  • 27. American Medical Association. Ethical Guidelines for the Use of Simulation in Medical Education. 2017.
  • 28. Ziv A, Ben-David S, Merrill J. Simulation-based medical education: An ethical imperative. Acad Med. 2003;78(8):911-7.
  • 29. Borum M. Ethical challenges in medical simulation: A review of current literature and practices. Simul Healthc. 2018;13(6):380-387.
  • 30. World Health Organization. Simulation-based education in health care: global ethical considerations. Geneva: World Health Organization; 2010.
  • 31. Issenberg S, McGaghie WC, Petrusa E. Features and uses of high-fidelity medical simulations that lead to effective learning: A BEME systemic review. Med Teach. 2005; 27:10–28.
  • 32. Sezer B, Elçin M. Tıp eğitiminde simülasyon. Eğitim Teknolojileri Okumaları. 2017;443-52.
  • 33. Paul B. The history of simulation in medical education and possible future directions. Med Educ. 2006; 40:254–62.
  • 34. Datta R, Upadhyay K, Jaideep C. Simulation and its role in medical education. Med J Armed Forces India. 2012; 68(2):167-72.
  • 35. Vozenilek J, Huff S, Reznek M, Gordon JA. See one, do one, teach one: advanced technology in medical education. Acad Emerg Med. 2004; 11:1149–54.
  • 36. Rubio-Martínez R, Cadena FA, Albornoz R, Vasco M, Ostergaard D. Simulation-based education – how to get started. Update in Anaesthesia. 2022;36:29-34.
  • 37. Jones F, Passos-Neto CE, Braguiroli OFM. Simulation in medical education: Brief history and methodology. Principles and Practice of Clinical Research. 2015;1(2):56-63.
  • 38. Savoldelli GL, Naik VN, Park J, Joo HS, Chow R, Hamstra SJ. Value of debriefing during simulated crisis management: Oral versus video assisted oral feedback. Anesthesiology. 2006; 105:279–85.
  • 39. Alan FM. Human factors and the cardiac surgical team: A role for simulation. J Extra Corpor Technol. 2007;39(4):264-6.
  • 40. McIntosh C, Macario A, Flanagan B, Gaba DM. Simulation: What does it really cost? Simul Healthc. 2006;1(2):109.
  • 41. Nash DB, Joshi M, Ransom ER, Ransom SB. The Healthcare Quality Book: Vision, Strategy, and Tools. Washington, DC; 2019.
  • 42. Elçin M, Odabaşı O. Beceri eğitimi. In: Sayek İ, editor. Tıp eğiticisi el kitabı. Ankara: Güneş Tıp Kitapevleri; 2016. p. 179-93.
  • 43. Cant RP, Cooper SJ. Simulation in healthcare education: a best evidence practical guide. The Clin Teach. 2010;7(3):161-4.
  • 44. Olde Hartman TC, Bazemore A, Etz R, Kassai R, Kidd M, Phillips RL Jr, et al. Developing measures to capture the true value of primary care. BJGP Open. 2021;5(2): BJGPO.2020.0152.
  • 45. Primary Health Care Performance Initiative. The PHCPI conceptual framework. 2018. Available from: https://improvingphc.org/phcpi-conceptual-framework. Accessed 2020 Jun 30.
  • 46. Arya N, Geurguis M, Vereecken-Smith C, Ponka D. Snapshot of family medicine around the world: Introducing the global family medicine website. Can Fam Physician. 2023; 69(5):330-336.
  • 47. Yıldırım B, Eğici MT. Aile Hekimliği Uzmanlık Öğrencilerinin Bakış Açısından Aile Hekimliği Saha Eğitimi ve Eğitim Aile Sağlığı Merkezleri. Ankara Med J. 2018;18(3):300-11.
  • 48. Oluyadi F, Frasca DJ. The impact of self-directed learning on the future of family medicine education. Fam Med. 2022; 54(8):597-598.

Yıl 2025, Cilt: 3 Sayı: 1, 17 - 26, 01.05.2025

Fethi Sada Zekey , Kübra Uyar Zekey

Öz

Etik Beyan

Derleme tipinde hazırlamış olduğumuz makale için etik kurul onayı gerekmemektedir.

Destekleyen Kurum

Herhangi bir destek sağlayan kurum bulunmamaktadır.

Teşekkür

Yozgat Bozok Üniversitesi yönetimine simülasyon üzerine yaptığım çalışmalar dolayısı ile verdiği desteğe teşekkür ederim. Samsun Tıp Dergisi editör ve hakemlerine değerlendirme sürecindeki emekleri dolayısı ile teşekkürlerimi sunarım.

Kaynakça

  • 1. Scheele F. The art of medical education. Facts Views Vis Obgyn. 2012;4(4):266-9.
  • 2. Institute of Medicine. To err is human: Building a safer health system. [Internet]. 1999 http://www.nationalacademies.org/hmd/~/media/Files/Report%20Files/1999/To-Err-is-Human/To%20Err%20is%20Human%201999%20%20report%20brief.pdf (Date of access: 03/12/2025).
  • 3. Mossialos E, Wenzl M, Osborn R, et al. International profiles of health care systems 2015. New York: The Commonwealth Fund; 2016. Available from: https://www.commonwealthfund.org/sites/default/files/documents/___media_files_publications_fund_report_2016_jan_1857_mossialos_intl_profiles_2015_v7.pdf
  • 4. So HY, Chen PP, Wong GKC, Chan TTN. Simulation in medical education. J R Coll Physicians Edinb. 2019; 49(1):52-57.
  • 5. Bradley P. The history of simulation in medical education and possible future directions. Med Educ. 2006; 40:254–62.
  • 6. Motola I, Devine LA, Chung HS, Sullivan JE, Issenberg SB. Simulation in healthcare education: A best evidence practical guide. AMEE Guide No. 82. Med Teach. 2013; 35:1511-30.
  • 7. Heuer A, Bienstock J, Zhang Y. Simulation-based training within selected allied health professions: an evidence-based systematic review. J Allied Health. 2022; 51(1), 59-71.
  • 8. Owen H. Simulation in Healthcare Education. Cham: Springer International Publishing; 2016.
  • 9. Bienstock J, Heuer A. A review on the evolution of simulation-based training to help build a safer future. Medicine (Baltimore). 2022 Jun 24;101(25): e29503.
  • 10. Yıldırım D, Özer Z, Kocaağalar E, Bölüktaş RP. Eğitimde İnovasyon: Sağlık Eğitiminde Simülasyon Kullanımı. Bilgi Ekonomisi ve Yönetimi Dergisi. 2019;14(1):33-41.
  • 11. Buck GH. Development of simulators in medical education. Gesnerus. 1991;48(1):7-28. 12. Beaubien JM, Baker SR. The role of medical simulation in the training of healthcare professionals. JAMA. 2004;292(9):1173-80.
  • 13. Cook DA, Hatala R. Technology-enhanced simulation for health professions education: A systematic review. JAMA. 2016; 316(1):9-10.
  • 14. Torf R. The role of virtual reality and augmented reality in medical training. Med Educ Online. 2010;15(1):14-25.
  • 15. Kneebone R. Simulating surgery: The future of surgical education. Med Educ. 2003;37(7):550-8.
  • 16. Marasco G, Nardone OM, Maida M, Boskoski I, Pastorelli L, Scaldaferri F. Impact of COVID-19 outbreak on clinical practice and training of young gastroenterologists. Eur Surv Dig Liver Dis. 2020;32(2):75-81.
  • 17. Dharamsi A, Hayman K, Yi S, Chow R, Yee C, Gaylord E. Enhancing departmental preparedness for COVID-19 using rapid cycle in situ simulation. J Hosp Infect. 2020; 105:604–7.
  • 18. Thoma B, Abbott C, Snell L. The future of the CanMEDS physician competency framework. Can Med Educ J. 2023 Mar 21;14(1):1-3.
  • 19. Frank JR, Danoff D. The CanMEDS initiative: implementing an outcomes-based framework of physician competencies. Med Teach. 2007;29(7):642–7.
  • 20. Lateef F. Simulation-based learning: Just like the real thing. J Emerg Trauma Shock. 2010;3(4):348-52.
  • 21. Elendu C, Amaechi DC, Okatta AU, Amaechi EC, Elendu TC, Ezeh CP, Elendu ID. The impact of simulation-based training in medical education: A review. Medicine (Baltimore). 2024 Jul 5;103(27): e38813.
  • 22. Ker J, Bradley P. Simulation in medical education. In: Swanwick T, editor. Understanding Medical Education: Evidence, Theory and Practice. 2nd ed. Oxford, UK: Wiley-Blackwell & ASME; 2010.
  • 23. Okuda Y, Bryson EO, DeMaria S Jr, Jacobson L, Quinones J, Shen B, Levine AI. The utility of simulation in medical education: what is the evidence? Mt Sinai J Med. 2009 Aug;76(4):330-43.
  • 24. Yu JH, Chang HJ, Kim SS, Park JE, Chung WY, Lee SK, Kim M, Lee JH, Jung YJ. Effects of high-fidelity simulation education on medical students' anxiety and confidence. PLoS One. 2021 May 13;16(5): e0251078.
  • 25. Andreatta PB, Woodrum DT, Birkmeyer JD, Yellamanchilli RK, Doherty GM, Gauger PG, Minter RM. Laparoscopic skills are improved with LapMentor training: results of a randomized, double-blinded study. Ann Surg. 2006 Jun;243(6):854-60; discussion 860-3.
  • 26. Sahu S, Lata I. Simulation in resuscitation teaching and training, an evidence-based practice review. J Emerg Trauma Shock. 2010 Oct;3(4):378-84.
  • 27. American Medical Association. Ethical Guidelines for the Use of Simulation in Medical Education. 2017.
  • 28. Ziv A, Ben-David S, Merrill J. Simulation-based medical education: An ethical imperative. Acad Med. 2003;78(8):911-7.
  • 29. Borum M. Ethical challenges in medical simulation: A review of current literature and practices. Simul Healthc. 2018;13(6):380-387.
  • 30. World Health Organization. Simulation-based education in health care: global ethical considerations. Geneva: World Health Organization; 2010.
  • 31. Issenberg S, McGaghie WC, Petrusa E. Features and uses of high-fidelity medical simulations that lead to effective learning: A BEME systemic review. Med Teach. 2005; 27:10–28.
  • 32. Sezer B, Elçin M. Tıp eğitiminde simülasyon. Eğitim Teknolojileri Okumaları. 2017;443-52.
  • 33. Paul B. The history of simulation in medical education and possible future directions. Med Educ. 2006; 40:254–62.
  • 34. Datta R, Upadhyay K, Jaideep C. Simulation and its role in medical education. Med J Armed Forces India. 2012; 68(2):167-72.
  • 35. Vozenilek J, Huff S, Reznek M, Gordon JA. See one, do one, teach one: advanced technology in medical education. Acad Emerg Med. 2004; 11:1149–54.
  • 36. Rubio-Martínez R, Cadena FA, Albornoz R, Vasco M, Ostergaard D. Simulation-based education – how to get started. Update in Anaesthesia. 2022;36:29-34.
  • 37. Jones F, Passos-Neto CE, Braguiroli OFM. Simulation in medical education: Brief history and methodology. Principles and Practice of Clinical Research. 2015;1(2):56-63.
  • 38. Savoldelli GL, Naik VN, Park J, Joo HS, Chow R, Hamstra SJ. Value of debriefing during simulated crisis management: Oral versus video assisted oral feedback. Anesthesiology. 2006; 105:279–85.
  • 39. Alan FM. Human factors and the cardiac surgical team: A role for simulation. J Extra Corpor Technol. 2007;39(4):264-6.
  • 40. McIntosh C, Macario A, Flanagan B, Gaba DM. Simulation: What does it really cost? Simul Healthc. 2006;1(2):109.
  • 41. Nash DB, Joshi M, Ransom ER, Ransom SB. The Healthcare Quality Book: Vision, Strategy, and Tools. Washington, DC; 2019.
  • 42. Elçin M, Odabaşı O. Beceri eğitimi. In: Sayek İ, editor. Tıp eğiticisi el kitabı. Ankara: Güneş Tıp Kitapevleri; 2016. p. 179-93.
  • 43. Cant RP, Cooper SJ. Simulation in healthcare education: a best evidence practical guide. The Clin Teach. 2010;7(3):161-4.
  • 44. Olde Hartman TC, Bazemore A, Etz R, Kassai R, Kidd M, Phillips RL Jr, et al. Developing measures to capture the true value of primary care. BJGP Open. 2021;5(2): BJGPO.2020.0152.
  • 45. Primary Health Care Performance Initiative. The PHCPI conceptual framework. 2018. Available from: https://improvingphc.org/phcpi-conceptual-framework. Accessed 2020 Jun 30.
  • 46. Arya N, Geurguis M, Vereecken-Smith C, Ponka D. Snapshot of family medicine around the world: Introducing the global family medicine website. Can Fam Physician. 2023; 69(5):330-336.
  • 47. Yıldırım B, Eğici MT. Aile Hekimliği Uzmanlık Öğrencilerinin Bakış Açısından Aile Hekimliği Saha Eğitimi ve Eğitim Aile Sağlığı Merkezleri. Ankara Med J. 2018;18(3):300-11.
  • 48. Oluyadi F, Frasca DJ. The impact of self-directed learning on the future of family medicine education. Fam Med. 2022; 54(8):597-598.
Toplam 47 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Sağlık Bilişimi ve Bilişim Sistemleri, Tıp Eğitimi
Bölüm Derlemeler
Yazarlar

Fethi Sada Zekey

Kübra Uyar Zekey

Yayımlanma Tarihi 1 Mayıs 2025
Gönderilme Tarihi 3 Ekim 2024
Kabul Tarihi 18 Kasım 2024
Yayımlandığı Sayı Yıl 2025 Cilt: 3 Sayı: 1

Kaynak Göster

Vancouver Zekey FS, Uyar Zekey K. A Simulation Story. SMJ. 2025;3(1):17-26.
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