Design considerations for healthcare simulation facilities.

The number of simulation facilities across the United States and internationally is growing rapidly. The capital investment required can be substantive regardless of size. This article focuses on ways to optimize expenditures and maximize utility. Several key factors will play decisive roles in the successful launch of a new simulation facility. Mission/vision, budget, functional need, and space are partners in determining the final design of the simulation facility. Ideally, the budget is based on the functional requirements and desired capacity; but when this is not the case, of course, the owner must prioritize the needs of the new center. The type of space allocated for the facility is also critical and can seriously impact the budget because renovating a space that is fitted for another purpose versus constructing the center in an open shell space can add considerable cost. A well-balanced design team led by a diligent and knowledgeable project manager who can keep the team focused is integral to the success of designing and constructing a new facility. Users should inform themselves about each of the issues that a design team may consider to ensure that the issues are resolved in a way that meets the needs and vision of the program(s). A simulation facility, such as any education facility, should be built around the concepts of the overall mission, vision, and values of the institution(s) and stakeholder(s). For any new educational facility to be a success, the thoughts, ideas, and creativity of the owner, users, and stakeholders must find its way into the ultimate built environment. The experience base of simulation facility design is fragmented and not standardized. Therefore, we live at a time where the risk of ineffective design is higher than one would like given the costs involved. It behooves the owner to set parameters with the planning and design team that they want a balanced, controlled, collaborative, and inclusive design process.

Statewide simulation systems: the next step for anesthesiology?

Statewide simulation networks afford not only the possibility of meeting capacity needs for anesthesiologists, but also provide a venue for training trainers, setting standards, and bringing academic and nonacademic practices together. Furthermore, a statewide network that is appropriately designed opens the door to interdisciplinary activity. Oregon is the first state to implement simulation education across disciplines throughout the state. The model provides an example of how simulation can be successfully applied across a large and diverse area. The article details the benefits of statewide simulation networks, discusses challenges to implementing such networks, and describes Oregon's statewide efforts.

Mannequin-based simulation to reinforce pharmacology concepts.

Simulation education provides many new learning opportunities to healthcare training. This article delineates a method that utilizes a variety of teaching methods that include structured lecture-based education, active simulation-based education, and reflective inquiry. A course in pharmacology is used as an example to show how these different methods can be employed to offer students an immersive experience that reinforces traditional lecture-based learning. The paper is presented in such a way that it is easily applied to multiple situations and includes schematics, evaluation data, and equipment lists. Evaluation data strongly supported the continued use of this methodology.

Simulation: not just a manikin.

Simulation education is currently flourishing in the United States and around the world. Simulation technology has improved, and its costs have dropped. When faced with demands for more accountability for quality education and increased enrollment, disciplines and specialties are embracing the idea of simulation as a valuable tool. Frequently, institutions develop simulation programs based on a narrow understanding of the technology and teaching potential of this tool. The purchase of simulation equipment often precedes the development of a sound program "vision" and plan. Only after understanding the tools and equipment can a meaningful plan be developed. This article introduces and clarifies the different types of simulation equipment, and attempts to make sense of the roles and limitations of these technologies. It is through this knowledge that educators and program directors can best develop programs that are educationally meaningful. Similarly, a good understanding of simulation technology and terminology will likely lead to more thoughtful and cost-effective purchases.

An approach to simulation program development.

Simulation education is becoming increasingly popular. Many institutions and programs find themselves in a situation where they have an identified need for the simulation education but few resources to reference. Most programs purchase first and ask questions later, leaving faculty with equipment with which they are unfamiliar and few, if any, resources to contact. Developing a simulation program involves more steps than one would think. Developing a vision and business plan are paramount. Only with a well-developed business plan will decision maker buy-in occur. Consideration must also be given to facility construction or renovation, equipment purchase, faculty development and training, and most important, curriculum development. These steps are not intuitive. This article describes these steps in a concise and manageable way and is intended to serve as a template that hopefully will increase the likelihood of developing successful and efficient simulation education programs.

General concepts in full scale simulation: getting started.

UNLABELLED: Over the past decade, medical simulation has developed to a point where it now is poised to become ubiquitous in teaching curricula. Despite this experience, there is little up-to-date information to help new instructors and operators learn the general principles of simulation. The purpose of this article is to provide prospective simulation instructors with basic concepts and a practical approach to patient simulation. The main focus is on full-scale or high fidelity simulation. The article is intended to (a). prepare instructors to use full-scale simulation to educate students; (b). teach some of the complexities and terminology of simulation; (c). prepare for and complement the curriculum of a formal instructor course; and (d). teach the basic elements required to run a successful simulation. This article should be used as an adjunct to practical experience gained from using simulation units. IMPLICATIONS: Medical simulation replicates normal and abnormal physiology and pathology. It is a tool that is intended to increase experiential learning. Establishing a functional and useful simulation program involves many factors. This paper presents a detailed introduction to the concepts and methodology of simulation in medicine.