S. Barry Issenberg, William McGaghie, Emil Petrusa, et al.
Medical Teacher
January 2005, Vol. 27, Issue #1, pg. 10-29.
Review by: Linda Heun, Ph.D. <lheun@aacom.org>
The authors describe the approach taken to this systematic review of research and indicate that their goal was to 'determine from the existing literature the best evidence for using high-fidelity simulation in medical education'. They did not, however, evaluate whether simulators are more or less effective than traditional or alternative methods. Their review led them to indicate the following features and aspects of simulators that will lead to effective learning:
- Provide feedback during the learning experience with the simulator.
- Learners should repetitively practice skills on the simulator.
- Integrate simulators into the overall curriculum.
- Learners should practice with increasing levels of difficulty.
- Adapt the simulator to complement multiple learning strategies.
- Ensure the simulator provides for clinical variation.
- Learning on the simulator should occur in a controlled environment.
- Provide individualized, in addition to team, learning on the simulator.
- Ensure the simulator is a valid learning tool.
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