Abstract
Use of simulation in undergraduate EM education is prominent and multifaceted. It can be used to teach clinical and procedural skills as well as teamwork and communication. Simulation can be a tool for student assessment and an aid in maintaining compliance with Liaison Committee on Medication Education (LCME) standards. Design and maintenance of a simulation program requires significant departmental and institutional resources, the availability of which will differ between institutions. In addition to physical and personnel resources, simulation involves a significant time commitment for both students and teaching faculty. By considering how simulation best integrates with their program’s curricular objectives and assessment needs, and balancing this against resource requirements and availability, educators can tailor simulation programs that are effective and sustainable.
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Ander, D.S., Wallenstein, J., Bryant, A., Fugate, K. (2021). Simulation in Undergraduate Medical Education. In: Strother, C., Okuda, Y., Wong, N., McLaughlin, S. (eds) Comprehensive Healthcare Simulation: Emergency Medicine. Comprehensive Healthcare Simulation. Springer, Cham. https://doi.org/10.1007/978-3-030-57367-6_15
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DOI: https://doi.org/10.1007/978-3-030-57367-6_15
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