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Simulation in prehospital care: teaching, testing and fidelity

05 August 2011
Features
02 August 2011
Volume 3 · Issue 8

Abstract

This article explores imperative issues related to the use of simulation in the education of prehospital care personnel. While the literature shows a growing interest in the effectiveness of the use of simulation in medicine and healthcare (McGaghie, 2010), the authors wished to review those areas especially pertinent to higher education institutions (HEIs) with an emphasis on maximizing learning opportunities and the process of learning in prehospital care programmes. The contention of this article is that the use of simulation can become assessment-driven and may overlook the equally important process issues involved.

Medical simulation has been a key component in healthcare education for many years but it is seen by many as purely the use of mannequins in pressurized situations to test the competency and skills of practitioners in a safe yet ‘realistic’ environment. Nevertheless, the authors of this article question whether educators are using the technology to its fullest potential, as 2011 brings with it many new challenges (Fritz and Gray, 2008).

We believe that the use of simulation in prehospital education is concerned with not only how educators educate but more importantly, how learners learn. New models are being investigated—both active, for teaching purposes; and interactive, for practice purposes, allowing errors to be made with reactions to those simulated errors.

Many traditionally trained health personnel can relate to the days of formative and summative assessments when assessors put them through one-off pass/fail opportunities to demonstrate full competency, seen by some as the process of learning a robotic pattern and repeating it on demand in a simulated environment.

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Assessment
Creativity
Fidelity
Simulation