Skip to main content
SpringerLink
Log in

Undergraduate Medical Education

  • Chapter
  • First Online:
Comprehensive Healthcare Simulation: Anesthesiology

Part of the book series: Comprehensive Healthcare Simulation ((CHS))

Abstract

Simulation-based medical education (SBME) has become a routinely utilized tool in the teaching and training of medical students, nurses, and other healthcare workers. This chapter will review the utility of simulation-based education in undergraduate medical training, for both medical students pursuing a career in anesthesiology and those interfacing with the profession through anesthesiology faculty or clinical rotations. Rationales for the integration of anesthesiologists into teaching roles during the nonclinical and clinical years of undergraduate medical education are provided along with examples of effective integration. Opportunities and models for anesthesiologist-led simulation curricula for undergraduate medical training tailored to both the nonclinical and clinical years of training are presented. The specific utility of high-fidelity simulation (HFS), partial task trainers, and role modeling with standardized patients are reviewed. Additionally, we will include a discussion of the use of simulation as a tool for the assessment of medical student competency attainment.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 89.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 119.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  1. Tjomsland N, Baskett P. Resuscitation greats: Asmund S Lærdal. Resuscitation. 2002;53:115–9.

    Article  PubMed  Google Scholar 

  2. Core Entrustable Professional Activities for Entering Residency: Faculty and Learners’ Guide. [Internet] Washington. D.C. 2014. Association of American Medical Colleges. [cited Sept 29]. Available from: https://members.aamc.org/eweb/upload/Core%20EPA%20Faculty%20and%20Learner%20Guide.pdf.

  3. theaba.org [internet]. Raleigh. Applied examination, objective structured clinical examination: content outline. Available from: http://www.theaba.org/PDFs/APPLIED-Exam/APPLIED-OSCE-ContentOutline.

  4. Burack J, Irby D, Carline J, Ambrozy D, Ellsbury K, Stritter F. A study of medical students’ specialty choice pathways: trying on possible selves. Acad Med. 1997;72:534–41.

    Article  PubMed  CAS  Google Scholar 

  5. Paiva R, Vu N, Verhulst S. The effect of clinical experiences in medical school on specialty choice decisions. J Med Educ. 1982;57:666–74.

    PubMed  CAS  Google Scholar 

  6. Kassebaum D, Szenas P. Factors influencing the specialty choices of 1993 medical school graduates. Acad Med. 1994;69(2):164–70.

    Article  Google Scholar 

  7. DeMaria S Jr, Bryson E, Bodian C, Khelemsky Y, Sim A, Schwartz A, et al. The influence of simulation-based physiology labs taught by anesthesiologists on the attitudes of first-year medical students towards anesthesiology. Middle East J Anesthesiol. 2011;21(3):347–53.

    PubMed  Google Scholar 

  8. Wijnen-Meijer MM. Vertical integration in medical school: effect on the transition to postgraduate training. Med Educ. 2010;44(3):272.

    Article  PubMed  Google Scholar 

  9. Koens FF. Analysing the concept of context in medical education. Med Educ. 2005;39(12):1243.

    Article  PubMed  Google Scholar 

  10. Medical simulation in medical education: results of a AAMC survey. [Internet] Association of American Medical Colleges. Washington, D.C. 2011. [cited Sept 29]. Available from: https://www.aamc.org/download/259760/data.

  11. Kharb PP. The learning styles and the preferred teaching-learning strategies of first year medical students. J Clin Diagn Res. 2013;7(6):1089.

    PubMed  PubMed Central  Google Scholar 

  12. Gordon JAJ. Early bedside care during preclinical medical education: can technology-enhanced patient simulation advance the Flexnerian ideal? Acad Med. 2010;85(2):370.

    Article  PubMed  Google Scholar 

  13. Hasan ZZ. Challenges of teaching physiology in an integrated system-based curriculum. Can Med Educ J. 2012;3(1):e73.

    PubMed  PubMed Central  Google Scholar 

  14. Euliano TYT. Teaching respiratory physiology: clinical correlation with a human patient simulator. J Clin Monit Comput. 2000;16(5–6):465.

    Article  PubMed  CAS  Google Scholar 

  15. Euliano TYT. Small group teaching: clinical correlation with a human patient simulator. Adv Physiol Educ. 2001;25(1–4):36.

    Article  PubMed  CAS  Google Scholar 

  16. Gordon JAJ. Can a simulated critical care encounter accelerate basic science learning among preclinical medical students? A pilot study. Simul Healthc. 2006;1 Spec no:13.

    Article  Google Scholar 

  17. Koniaris LGL. Two third-year medical student-level laboratory shock exercises without large animals. Surg Infect (Larchmt). 2004;5(4):343.

    Article  Google Scholar 

  18. Helyer RR. Progress in the utilization of high-fidelity simulation in basic science education. Adv Physiol Educ. 2016;40(2):143.

    Article  PubMed  Google Scholar 

  19. Waite GN. Human patient simulation to teach medical physiology concepts: a model evolved during eight years. J Teach Learn Tech. 2013;2(2):79–89.

    Google Scholar 

  20. Meyers LL. Integration of simulation into medical school basic sciences. Med Educ. 2016;50(5):577.

    Article  PubMed  Google Scholar 

  21. Fitch MTM. Using high-fidelity emergency simulation with large groups of preclinical medical students in a basic science course. Med Teach. 2007;29(2–3):261.

    Article  PubMed  Google Scholar 

  22. Heitz CC. Large group high-fidelity simulation enhances medical student learning. Med Teach. 2009;31(5):e206.

    Article  PubMed  Google Scholar 

  23. McIvor WRW. Experience with medical student simulation education. Crit Care Med. 2004;32(2 Suppl):S66.

    Article  PubMed  Google Scholar 

  24. Abrahamson SS. Effectiveness of a simulator in training anesthesiology residents. J Med Educ. 1969;44(6):515.

    CAS  PubMed  Google Scholar 

  25. Hallikainen JJ. Teaching anaesthesia induction to medical students: comparison between full-scale simulation and supervised teaching in the operating theatre. Eur J Anaesthesiol. 2009;26(2):101.

    Article  PubMed  Google Scholar 

  26. Morgan PJP. Validity and reliability of undergraduate performance assessments in an anesthesia simulator. Can J Anaesth. 2001;48(3):225.

    Article  PubMed  CAS  Google Scholar 

  27. Morgan PJP. Applying theory to practice in undergraduate education using high fidelity simulation. Med Teach. 2006;28(1):e10.

    Article  PubMed  Google Scholar 

  28. Step 2 Clinical Skills (CS) Content Description and General Information. [Internet] National Board of Medical Examiners and Federation of State Medical Boards of the United States, Inc [updated 2006 March; cited 2016 Sept 29]. Available from: http://www.usmle.org/pdfs/step-2-cs/cs-info-manual.pdf.

  29. Staged Exam Policy Book. [Internet] Raleigh: American Board of Anesthesiology [updated 2016 Feb; cited 2016 Sept 29]. Available from: http://www.theaba.org/PDFs/BOI/StagedExaminations-BOI.

  30. ten Cate OO. Entrustability of professional activities and competency-based training. Med Educ. 2005;39(12):1176.

    Article  PubMed  Google Scholar 

  31. Jonker GG. A case for competency-based anaesthesiology training with entrustable professional activities: an agenda for development and research. Eur J Anaesthesiol. 2015;32(2):71.

    Article  PubMed  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Anesthesiology, The Ohio State University Wexner Medical Center, Columbus, OH, USA

    Jonathan Lipps & Lori Meyers

Authors
  1. Jonathan Lipps
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Lori Meyers
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Jonathan Lipps .

Editor information

Editors and Affiliations

  1. Department of Anesthesiology, Perioperative and Pain Medicine, Mount Sinai St. Luke’s and West Hospitals, Mount Sinai St. Luke’s & Roosevelt Hospital, Icahn School of Medicine at Mount Sinai, New York, NY, USA

    Bryan Mahoney

  2. Department of Anesthesia, Critical Care and Pain Medicine, Massachusetts General Hospital, Boston, MA, USA

    Rebecca D. Minehart

  3. Department of Anesthesia, Critical Care and Pain Medicine, Massachusetts General Hospital, Boston, MA, USA

    May C. M. Pian-Smith

Rights and permissions

Reprints and permissions

Copyright information

© 2020 Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Lipps, J., Meyers, L. (2020). Undergraduate Medical Education. In: Mahoney, B., Minehart, R., Pian-Smith, M. (eds) Comprehensive Healthcare Simulation: Anesthesiology . Comprehensive Healthcare Simulation. Springer, Cham. https://doi.org/10.1007/978-3-030-26849-7_13

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-26849-7_13

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-26848-0

  • Online ISBN: 978-3-030-26849-7

  • eBook Packages: MedicineMedicine (R0)

Publish with us

Policies and ethics

Search

Navigation