Simulation in Surgical Education

Simulation is a powerful tool for education. It recreates without pitfalls or irreversible sequelae the environment in which a professional works, enabling the trainee to practise essential skills without having to worry about the consequences of failure. It has repeatedly proven its value in training for high-risk, mission-critical tasks, for which training is required, but opportunity limited by danger, prohibitive cost, or extreme impracticality. In these situations, simulation allows for risk-free training, providing a non- threatening environment in which trainees, not yet achieving proficiency, may practice a skill with the freedom to fail, without entailing unpleasant consequences, or squandering consumable materials. To take advantage of the power of simulation in surgical training, curriculum development must be informed by training needs analysis, with simulation development and deployment driven by educational principle rather than technological availability. Training for a variety of skills, tasks, and procedures needs to be matched to appropriate training media for simulation to be an efficient educational strategy.

Autorentext

Whilst training as a general surgeon, Peter Cosman realised the limitations of the apprenticeship model, and interrupted his surgical training to undertake doctoral research in healthcare simulation with Prof John Cartmill. He now practices as a specialist upper gastrointestinal surgeon and administers skill training at Sydney Medical School.

Klappentext

Simulation is a powerful tool for education. It recreates without pitfalls or irreversible sequelae the environment in which a professional works, enabling the trainee to practise essential skills without having to worry about the consequences of failure. It has repeatedly proven its value in training for high-risk, mission-critical tasks, for which training is required, but opportunity limited by danger, prohibitive cost, or extreme impracticality. In these situations, simulation allows for risk-free training, providing a non- threatening environment in which trainees, not yet achieving proficiency, may practice a skill with the freedom to fail, without entailing unpleasant consequences, or squandering consumable materials. To take advantage of the power of simulation in surgical training, curriculum development must be informed by training needs analysis, with simulation development and deployment driven by educational principle rather than technological availability. Training for a variety of skills, tasks, and procedures needs to be matched to appropriate training media for simulation to be an efficient educational strategy.