Title |
Supporting transitions in medical career pathways: the role of simulation-based education
|
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Published in |
Advances in Simulation, June 2016
|
DOI | 10.1186/s41077-016-0015-0 |
Pubmed ID | |
Authors |
Jennifer Cleland, Rona Patey, Ian Thomas, Kenneth Walker, Paul O’Connor, Stephanie Russ |
Abstract |
Transitions, or periods of change, in medical career pathways can be challenging episodes, requiring the transitioning clinician to take on new roles and responsibilities, adapt to new cultural dynamics, change behaviour patterns, and successfully manage uncertainty. These intensive learning periods present risks to patient safety. Simulation-based education (SBE) is a pedagogic approach that allows clinicians to practise their technical and non-technical skills in a safe environment to increase preparedness for practice. In this commentary, we present the potential uses, strengths, and limitations of SBE for supporting transitions across medical career pathways, discussing educational utility, outcome and process evaluation, and cost and value, and introduce a new perspective on considering the gains from SBE. We provide case-study examples of the application of SBE to illustrate these points and stimulate discussion. |
X Demographics
Geographical breakdown
Country | Count | As % |
---|---|---|
Australia | 5 | 21% |
Canada | 3 | 13% |
United States | 3 | 13% |
Saudi Arabia | 3 | 13% |
United Kingdom | 1 | 4% |
Malaysia | 1 | 4% |
Unknown | 8 | 33% |
Demographic breakdown
Type | Count | As % |
---|---|---|
Members of the public | 16 | 67% |
Practitioners (doctors, other healthcare professionals) | 4 | 17% |
Science communicators (journalists, bloggers, editors) | 2 | 8% |
Scientists | 1 | 4% |
Unknown | 1 | 4% |
Mendeley readers
Geographical breakdown
Country | Count | As % |
---|---|---|
Ireland | 1 | 1% |
Unknown | 68 | 99% |
Demographic breakdown
Readers by professional status | Count | As % |
---|---|---|
Student > Master | 11 | 16% |
Student > Postgraduate | 8 | 12% |
Student > Bachelor | 8 | 12% |
Other | 7 | 10% |
Researcher | 6 | 9% |
Other | 15 | 22% |
Unknown | 14 | 20% |
Readers by discipline | Count | As % |
---|---|---|
Medicine and Dentistry | 35 | 51% |
Nursing and Health Professions | 6 | 9% |
Social Sciences | 4 | 6% |
Computer Science | 2 | 3% |
Psychology | 1 | 1% |
Other | 6 | 9% |
Unknown | 15 | 22% |