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Teaching with Simulation

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Medical Education in Pulmonary, Critical Care, and Sleep Medicine

Part of the book series: Respiratory Medicine ((RM))

Abstract

Critical care is like aviation: there is little room for error. As a result, simulation is becoming a cornerstone of training in Pulmonary and Critical Care Medicine. Simulation allows for deliberate practice of individual and teamwork skills, practice for rare but potentially deadly events, and optimization of health system performance. In specific situations, simulation can be used to demonstrate competency while also improving patient care outcomes. Successful simulation-based education demands planning and attention to the skill levels of participants, availability of equipment, time for careful and scripted debriefing, and proper evaluation of performance. In this chapter, we discuss the value of and evidence for using simulation in medical education in Pulmonary and Critical Care Medicine, as well as the educational theory which supports its use, tips for implementing and sustaining successful simulation programs, and the limitations of simulation.

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Authors and Affiliations

  1. Department of Surgery, Duke University School of Medicine, Durham, NC, USA

    Alison S. Clay

  2. Division of Pulmonary and Critical Care Medicine, Oregon Health and Science University, Portland, OR, USA

    Jeffrey A. Gold

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  1. Alison S. Clay
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Correspondence to Jeffrey A. Gold .

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Editors and Affiliations

  1. University of Washington, Seattle, WA, USA

    Patricia A. Kritek

  2. Harvard University, Boston, MA, USA

    Jeremy B. Richards

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Clay, A.S., Gold, J.A. (2019). Teaching with Simulation. In: Kritek, P., Richards, J. (eds) Medical Education in Pulmonary, Critical Care, and Sleep Medicine. Respiratory Medicine. Humana, Cham. https://doi.org/10.1007/978-3-030-10680-5_12

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