传统上，医学依赖于一种“看一见，做一个”的方法来学习和经验。在这种情况下，教学学习往往仅限于传授知识的过程。基于仿真的学习可以使教学叶子的位置降低。模拟使教学知识在一个旨在模仿真实的临床相遇和栩栩如生的体验的环境中变得活跃，临床医生可以在接触真正的患者之前就可以很好地完善其个人和团队技能。
Here are three ways the effective use of medical simulation can fast-track student learning:
专家认为,一个教练的意图应该be to facilitate their desire to learn, and challenge learners to fill in gaps where their experience falls short. The ultimate goal? To turn learners into self-sufficient problem solvers.1Simulation is ideal for this.
作为一种教育方法，模拟提供了一个既具有沉浸式又经验的框架。使用模拟训练的学习者会经历更高的参与度，并表现出更大的个人参与培训，而唯一的学习者则与只有教学学习的学习者相比。
Simulation is unique in that it fits all types of learning styles, so it becomes this multi-modal learning environment. Students take far more away from that than eight hours in a classroom.
越来越多的证据表明，通过模拟转移获得的临床技能直接获得了改善患者护理和更好的结果。当与故意实践配对时，发现基于模拟的教育比传统的临床教育优越，以获取广泛的技能。2
One such study indicates that simulation promotes engagement in several ways:
使用模拟的学习者和提供者的保留率与仅是教学的学习形式更高。新泽西州Paramus卑尔根社区学院副教授EMT-P表示：“模拟有助于学生建立心理模型，在医疗保健中非常重要。”“教师与他们互动以建立一个有效的模型，因此，当学生承受压力时，他们可以借鉴这种经验。”
Having the opportunity to go through an experience allows people to have that ah-ha moment when they begin to see things differently.
Research confirms the importance of hands-on practice for skills retention.4在2010年的一项研究中，100％的研究生护士说，模拟通过经验促进了对患者的经验，并使他们对紧急情况有信心。5
In simulation-based team training for obstetric clinicians, 30% of participants said their team’s overall performance showed significant improvement. Further, 90% agreed that their response to critical events improved.6
一项对内科居民的纵向研究发现，通过基于模拟的教育计划获得的先进心脏生命支持（ACLS）技能在14个月内并未显着衰减。这些发现与基线数据形成鲜明对比，表明未经模拟器训练的毕业居民平均表现出17％的绩效，尽管患者护理三年和完成了两种ACL课程。7
Graduate Nurses now confident in emergencies
OB临床医生对关键事件的反应更好
Experienced residents without simulation training performed 17% poorer in ACLS
学习者和提供者使用simulation, especially in situ, are associated with a higher rate of skill application at the bedside.
Evidence shows that clinical skills acquired in medical simulation laboratory settings transfer directly to improved patient care practices and better patient outcomes. For example, simulation was found to be superior to traditional clinical education for acquisition of a wide range of medical skills, including: advanced cardiac life support, laparoscopic surgery, cardiac auscultation, hemodialysis catheter insertion, thoracentesis, and central venous catheter insertion.8
最近的一项研究发现，作为跨学科团队训练方法的原位模拟降低了围产期发病率。研究结果表明，正在接受原位模拟训练的医院发生过程转移，导致围产期发病率提高了37％。9
安大略省北部医学院助理教授罗伯特·安德森（Robert Anderson）博士认为，模拟对学习成果产生了巨大影响。“您可以挑战学生看待事物并在本质上是无结果环境中犯错误的方式。”10
“Does simulation work? You bet it works,” says Dr. Thomas Talbot, medical director, USC Institute for Creative Technologies at the University of Southern California. “It’s sort of a play version of a real life-situation where someone could have a good outcome or a poor outcome. We let users have that experience in a safe environment so they’re free to make mistakes and learn from them.”
Factors such as competition for clinical sites, limited opportunities for high-quality clinical experiences, a renewed focus on patient safety, and evolving reimbursement strategies have combined to recast medical simulation from “nice to have” to a must-have for effective medical education and training. If you’re not using simulation today, perhaps it’s time to explore how simulation can add to your training efforts.
