Comprehensive Healthcare Simulation: Surgery and Surgical Subspecialties

Book Review

Internet Journal of Medical Update - EJOURNAL ◽

10.4314/ijmu.v14i2.7 ◽

2021 ◽

Vol 14 (2) ◽

pp. 35-36

Author(s):

Sushil Dawka

Keyword(s):

Healthcare Simulation ◽

Simulation Surgery

Comprehensive Healthcare Simulation: Surgery and Surgical Subspecialties, by Dimitrios Stefanidis, James R. Korndorffer Jr., Robert Sweet (Eds.), Publisher: Springer Nature, Year 2019, 401 pages

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Healthcare Simulation Dictionary

10.23970/simulationv2 ◽

2020 ◽

Cited By ~ 15

Keyword(s):

Healthcare Simulation

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SP safety, autonomy and healthcare simulation practice in the COVID-19 era

BMJ Simulation and Technology Enhanced Learning ◽

10.1136/bmjstel-2020-000835 ◽

2021 ◽

pp. bmjstel-2020-000835 ◽

Cited By ~ 2

Author(s):

Lou Clark ◽

Anne Woll ◽

Tamara L Owens ◽

Deltonia Shropshire ◽

Bob Kiser ◽

...

Keyword(s):

Ethical Leadership ◽

Skills Training ◽

Simulated Patients ◽

Human Beings ◽

Healthcare Simulation ◽

Key Terms ◽

Simulation Practice

This letter expands upon the three tenets of the Healthcare Simulation Manifesto—comprehensive safety, collaborative advocacy, and ethical leadership. To do this, we will discuss two key terms: ‘essential’ and ‘autonomy’ in relation to safety for standardized/simulated patients (SPs). In this time of crisis, simulationists must move the boundary of skills training previously accepted as safe for human beings, and leverage technology to ensure the highest level of safety achievable for our SPs.

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The 2017 Academic Emergency Medicine Consensus Conference: Catalyzing System Change Through Healthcare Simulation: Systems, Competency, and Outcomes

Academic Emergency Medicine ◽

10.1111/acem.13302 ◽

2017 ◽

Vol 25 (2) ◽

pp. 109-115 ◽

Cited By ~ 2

Author(s):

William F. Bond ◽

Joshua Hui ◽

Rosemarie Fernandez

Keyword(s):

Emergency Medicine ◽

System Change ◽

Consensus Conference ◽

Healthcare Simulation ◽

Simulation Systems

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Working memory is limited: improving knowledge transfer by optimising simulation through cognitive load theory

BMJ Simulation and Technology Enhanced Learning ◽

10.1136/bmjstel-2015-000098 ◽

2016 ◽

Vol 2 (4) ◽

pp. 131-138 ◽

Cited By ~ 8

Author(s):

Michael Meguerdichian ◽

Katie Walker ◽

Komal Bajaj

Keyword(s):

Working Memory ◽

Knowledge Transfer ◽

Cognitive Load ◽

Curriculum Design ◽

Cognitive Load Theory ◽

Scenario Development ◽

Load Theory ◽

Healthcare Simulation ◽

Simulation Scenario ◽

Complex Knowledge

This analysis explores how to optimise knowledge transfer in healthcare simulation by applying cognitive load theory to curriculum design and delivery for both novice and expert learners. This is particularly relevant for interprofessional learning which is team-based, as each participant comes to the simulation experience with different levels of expertise. Healthcare simulation can offer opportunities to create complex and dynamic experiences that replicate real clinical situations. Understanding Cognitive Load Theory can foster the acquisition of complex knowledge, skills and abilities required to deliver excellence in patient care without overwhelming a learner's ability to handle new materials due to working memory limitations. The 2 aspects of working memory that will be explored in this paper are intrinsic load and extrinsic load. These will be addressed in terms of the learner's level of expertise and how to consider these elements to enhance the learning environment in simulation scenario development and delivery. By applying the concepts of Cognitive Load Theory, this paper offers educators a method to tailor their curricula to navigate working memory and optimise the opportunity for knowledge transfer.

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