What is simulation?

It is a teaching strategy that replaces or amplifies a real experience with experiences that reproduce or evoke fundamental aspects of the real world in an interactive, consistent, reproducible, standardized, safe, predictable and controlled way, thus facilitating the assimilation of a significant learning.
It consists of "learning by doing." It makes it possible to move from information to action and from knowledge to behavior. It allows practices to be carried out without putting the patient at risk or bothering them. The student takes on an absolutely active role in the simulated scenario.
Learning by simulation or active learning constitutes a bridge between traditional learning, based on an expository/demonstrative model, and real clinical experience.
Simulation scenarios can reproduce from simple to very complex situations, through the use of computerized mannequins, capable of reproducing clinical conditions very similar to those of a real patient.
It is important to note that although simulators represent one of the many tools that make up a simulation program in undergraduate training, the fundamental component in a training program is psychological fidelity, that is, the participants' commitment to the scenario that you want to work.

What are the stages of the simulation?

1. BRIEFING: acquisition of theoretical knowledge through prior reading of bibliography and/or viewing of videos and/or online classes on the platform. It will also include a brief explanation of the development of the activity by the teacher on the day of the practice, a demonstration of the scenario, simulators and instruments and an oral evaluation before participating in the scenario, with the knowledge previously acquired.

2. SIMULATION itself: training of one or more medical skills/procedures or resolution of a problem case.

3. FEED BACK OR DEBRIEFING: correction during the practice of the different skills; or analysis, discussion and reflection on what was performed in high fidelity scenarios. In the latter case, it may include critical visualization of the filmed simulation scene. The SICLUM team guarantees the non-dissemination of the footage once the activity is over.

Brief history of simulation

In the clinical simulation there have been four movements, from the conceptual point of view:
First move: begins in the second half of the 20th century with Asmund S Laerdal, a doll designer in Norway who, seeing the need to train people to act in a moment of crisis, created a model of cardiopulmonary resuscitation which he called: Resusci Anne; This was designed to develop skills and abilities of technical predominance at the time of performing the maneuvers but it was established at the beginning of
the use of simulation models for educational purposes.
Second movement: It also developed in the second half of the 20th century with the creation of the model called “SimOne” (Abrahamson and Denson 1960), at Harvard University. It corresponds to a second movement because it advanced technologically by
Try to reproduce human aspects in the simulator, such as heart and breathing sounds. Two groups continue their evolution: Stanford University and Florida University, and later the development of simulators begins in several institutions, generating the so-called “Parttasktrainers”, trainers in parts, intended for carrying out
basic technical procedures (rectal examination, venipuncture, ophthalmoscopy, bladder catheterization, etc.)
Third movement: A rapidly progressive technological advance is triggered with increasingly sophisticated models, in the search for simulators integrated with computer-based systems, such as: the Comprehensive anesthesia simulation environment CASE (David Gaba) later marketed as MEDSIM; Gainesville Anaesthesia Simulator
(GAS), marketed by Medical Education Technologies Inc. until reaching the METI and continuing the progress, for example, of the Laerdal house until the manufacture of the SIMMAN and SIMBABY, and other models such as the NOELLE, which reproduces a complete labor and its complications. corresponding. These models allow the development of technical and specific professional skills, managing to simulate complex clinical cases, with sounds, respiratory movements, responses to different processes, among others, keeping a detailed record of the student's performance and becoming increasingly closer to achieving a close approximation. to the reality of training.
Fourth movement: It is characterized by generating simulators called “Haptic simulators”, this haptic technique refers to the fact of managing software, third and fourth dimensions.
with auditory and visual tactile sensation and perception that emulate reality. This fourth movement corresponds in turn to a period of globalization in education that has led to a major global educational reform in search of new teaching strategies applying new technologies, achieving learning of clinical and communication skills, training and management of pre- and postgraduate training in order to optimize methods that favor professional evaluation for the sake of the homologation of knowledge and professional revalidation.