Simulation has become a major component of medical education in recent years and it is increasingly widely researched and supported by societies (e.g. ASPiH) and journals (e.g. BMJâSTEL) as well as more mainstream organisations with an interest in medical education (e.g. AMEE, ASME, AoME).
The purpose of this book is to provide the relative newcomer to simulation education with an exploration of some of the basic principles of theory and practice. Chapter 2 explores a brief history of medical education and the way in which simulation has made an impact. Chapter 3 examines some of the contributions of relevant adult education theory to its ongoing development. Remaining chapters from 4 to 11 have a much more practical orientation befitting a How to ⌠book, and address some specific issues in terms of planning and presentation of simulation sessions, the importance of formative and summative assessment (including feedback), as well as providing examples of good practice from a variety of settings.
In many respects, it is difficult to anticipate the future of simulation, particularly as it responds to technological developments (mannikins,1 computers, software, etc.) and new thinking about approaches to managing a simulated event â everything from âflipping the classroomâ and the use of new media (see Chapter 12) to further thinking about the process of providing debrief and feedback based on a more rigorous exploration and analysis of experience.
As well as the excitement of rising to the challenge of new technology, making best use of all resources is explored in Chapter 13 which examines the process of commissioning a dedicated simulation resource. Chapter 14
looks at the human aspect of that process and explores the route to developing expertise in managing the learning environment through faculty training.
Chapter 15 explores (albeit only in outline and with a somewhat cloudy crystal ball) some direction of travel and supports a willingness to engage with new possibilities as they emerge from changes in technology and orientation as well as learner expectations.
We conclude with a short annotated bibliography describing books that the team of authors have learned from over the years.
This book is largely the product of work initiated and sustained over a number of years at Lancashire Teaching Hospitals NHS Foundation Trust (hereafter LTHTR) at Royal Preston Hospital, where many of the writers and editors work or have worked in the Lancashire Simulation Centre. We would like to thank all learners and contributors to the programmes described in this book, for their feedback and active participation in the various programmes, and our shared understanding of the processes. Specifically, we would like to thank the following.
Anil Hormis, MBChB FCARCSI AFICM, Consultant in Anaesthesia, Critical Care and Preâhospital Emergency Medicine, Rotherham NHS Foundation Trust, for critical reading.
Karl Thies, MD FRCA DEAA FERC, Consultant Anaesthetist and Preâhospital Emergency Medicine, Birmingham Childrenâs Hospital, who advised on the European Trauma Course section in Chapter 11.
University of Manchester undergraduates, 2008 onwards.
University of Manchester SIFT funding.
Colleagues at Blackpool Teaching Hospitals NHS Foundation Trust.
Christine Davis and Steven Pettit gave helpful comments and corrections.
Additionally, those colleagues who have contributed to the varied programmes offered by the Simulation Centre.
Finally, we acknowledge the support of the LTHTR Workforce and Education Directorate for continued funding and support.
Needless to say, all errors of omission and commission are the responsibility of the editors.
Mike Davis
Jacky Hanson
Mike Dickinson
Lorna Lees
Mark Pimblett
