Simulation for ward processes of surgical care
The role of simulation in surgical education, initially confined to technical skills and procedural tasks, increasingly includes training nontechnical skills including communication, crisis management, and teamwork. Research suggests that many preventable adverse events can be attributed to nontechnical error occurring within a ward context. Ward rounds represent the primary point of interaction between patient and physician but take place without formalized training or assessment. The simulated ward should provide an environment in which processes of perioperative care can be performed safely and realistically, allowing multidisciplinary assessment and training of full ward rounds. We review existing literature and describe our experience in setting up our ward simulator. We examine the facilities, equipment, cost, and personnel required for establishing a surgical ward simulator and consider the scenario development, assessment, and feedback tools necessary to integrate it into a surgical curriculum.
A checklist of a number of key tasks.Video recording for self-assessment
The use of a simulation as an educational tool
Conducting ward round appropriately with all the charts being checked for each patient. In the paper, it is indicated that there are more assessment indicators for complex tasks but these tasks are not included in detail in the article.
Identifying end-users in order to allow tailoring of resources to the intended audience, such as ward design, the choice of equipment, funding sources.For successful simulations, during the planning phase, careful consideration should be given to the physical space, furnishing, staff, space for teaching and office activities, space for observational equipment including audio, video recording capability, appropriate electronic and networking connections.
Versatility in adapting a simulator to a wide range of learning objectives and scenarios is one of the inherent advantages of simulation. Having undergone a specific procedure with several simulated patients representing different stages of postoperative recovery to cover the entire spectrum of patients within a short period.
How to examine the nontechnical skills in simulations to prevent nontechnical errors within a ward context.
Involvement of a diverse range of potential end users, the involvement of representatives of all target groups should be sought in the in the development of a simulated ward. Simulations should include the formation of multicentre working and research groups to guide the development and use of simulated wards as well as a centralized database of validated scenarios and assessment tools.
Involvement and consultations of real patients in the creation and implementation of scenarios can help to achieve a high level of fidelity. Simulations should reflect the multi-disciplinary nature of real life wards.
Aims to propose and discuss the process through which surgical ward simulation may be established, taking into account curriculum, users, and facilities.
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