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Simulation for Clinical Skills in Healthcare Education

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Clinical Education for the Health Professions

Abstract

Patients are heavily reliant on healthcare providers being knowledgeable and highly competent in a broad range of skills underpinned by sound knowledge. Some of these skills can be very specific, while others are rather general and may apply in combination or in parallel to others. The founding step to providing safe and effective patient care and working collaboratively with the wider clinical team lies in the acquisition of such skills. For learning to be imprinted in memory and then translated into performance, multiple factors come into play, such as the learners, the educators, the teaching methods, and the environment. The process is not the same for everyone, but some key educational principles prevail and some contribute to a better and faster assimilation of those skills. Simulation in particular, of which a broad range of modalities exist, and which are sometimes supported by more or less complex technology, is a particularly interesting approach as it promotes learner engagement, demonstration of competence, collaboration, and reflection. Simulation, in its various forms, has become a key element of the competency-based frameworks increasingly adopted in the educational process of healthcare learners and professionals. Its key aspects are that it is transformative for learners as it contributes to changing their mental frames and behaviors, helps them to assimilate new knowledge and skills, and promotes collaboration and reflection. The latter point is particularly important for nonprocedural clinical skills and can be promoted through structured feedback or debriefing phase following each simulation-based activity.

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Authors and Affiliations

  1. Hamad Medical Corporation Ambulance Service, Doha, Qatar

    Guillaume Alinier

  2. School of Health and Social Work, University of Hertfordshire, Hatfield, UK

    Guillaume Alinier

  3. Weill Cornell Medicine Qatar, Doha, Qatar

    Guillaume Alinier

  4. Faculty of Health and Life Sciences, Northumbria University, Newcastle upon Tyne, UK

    Guillaume Alinier

  5. Medical Intensive Care Unit, Hamad General Hospital, Hamad Medical Corporation, Doha, Qatar

    Ahmed Labib Shehatta

  6. Clinical Anaesthesiology, Weill Cornell Medicine, Qatar, Doha, Qatar

    Ahmed Labib Shehatta

  7. Consultant Anaesthetist, Clinical Tutor, Clinical Director of the WISER (West Herts Initiative in Simulation Education and Research), West Herts Hospitals NHS Trust, Watford, Hertfordshire, UK

    Ratna Makker

Authors
  1. Guillaume Alinier
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  2. Ahmed Labib Shehatta
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  3. Ratna Makker
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Corresponding author

Correspondence to Guillaume Alinier .

Editor information

Editors and Affiliations

  1. Monash University, Clayton, VIC, Australia

    Debra Nestel

  2. King's College London, London, UK

    Gabriel Reedy

  3. School of Nursing and Midwifery, La Trobe University, Bundoora, VIC, Australia

    Lisa McKenna

  4. Faculty of Health Sciences and Medicine, Bond University, Gold Coast, Australia

    Suzanne Gough

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Alinier, G., Shehatta, A.L., Makker, R. (2021). Simulation for Clinical Skills in Healthcare Education. In: Nestel, D., Reedy, G., McKenna, L., Gough, S. (eds) Clinical Education for the Health Professions. Springer, Singapore. https://doi.org/10.1007/978-981-13-6106-7_93-1

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  • DOI: https://doi.org/10.1007/978-981-13-6106-7_93-1

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