How to Teach Using Simulation in Healthcare

How to Teach Using Simulation in Healthcare provides an ideal introduction and easy-to-use guide to simulation in medical education.  Written by a team of experienced medical educators, this practical text – packed full of case examples and tips – is underpinned by the theory of simulation in education, and explores how to integrate simulation into teaching.   

Key topics include: 

• Use of low, medium and high fidelity equipment
• Issues of simulation mapping and scenario design
• Role of human factors
• Formative and summative assessment
• New social media and technologies
• Detailed explorations of some examples of simulation.

How to Teach Using Simulation in Healthcare is invaluable reading for all healthcare professionals interested and involved in the origins, theoretical underpinnings, and design implications of the use of simulation in medical education.

Mike Davis, Freelance Consultant in Continuing Medical Education and Honorary Senior Lecturer in Medical Education at Keele University, UK

Jacky Hanson, Emergency Medicine Consultant and Director of Simulation and Associate Undergraduate Dean at Lancashire Teaching Hospitals, UK

Mike Dickinson, Manager of the Simulation and Clinical Skills Unit at Blackpool Teaching Hospitals NHS Foundation Trust, UK

Lorna Lees, Administrator, Simulation Centre, Lancashire Teaching Hospitals, UK

Mark Pimblett, High Tech Clinical Skills Facilitator, Simulation Centre, Lancashire Teaching Hospitals, UK

List of figures, vii

List of tables, ix

About the authors, xi

Preface, xv

Chapter 1: Introduction, 1

Chapter 2: Simulation�]based medical education (SBME): some specifics, 3

Chapter 3: Simulation in (medical) education: some background, 13

Chapter 4: Equipment in SBME: more than just a mannikin?, 27

Chapter 5: Physical and psychological realism, 37

Chapter 6: Simulation mapping and scenario design, 45

Chapter 7: Running a simulation session: some practicalities, 55

Chapter 8: Formative assessment and feedback, 65

Chapter 9: Summative assessment, 73

Chapter 10: Human factors, ergonomics and non�]technical skills, 83

Chapter 11: Five case examples, 97

Chapter 12: Using new technology to enhance learning, 119

Chapter 13: Commissioning a simulation centre, 139

Chapter 14: Training for simulation faculty, 151

Chapter 15: Conclusions and next steps, 157

Chapter 16: Annotated bibliography, 159

Index, 163

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