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Year : 2017  |  Volume : 3  |  Issue : 1  |  Page : 59-65

The expanding use of simulation for undergraduate preclinical medical education

Department of Anesthesiology, The Ohio State University Wexner Medical Center, Columbus, OH, USA

Correspondence Address:
Jonathan A Lipps
Department of Anesthesiology, The Ohio State University Wexner Medical Center, 410 West 10th Avenue, Columbus, OH 43210
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Source of Support: None, Conflict of Interest: None

DOI: 10.4103/IJAM.IJAM_40_17

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Simulation as a tool for medical student education has long been valued for its ability to provide realistic standardized experiences to learners in a controlled environment without exposing patients to harm. Consequently, the use of simulation-based medical education (SBME) has greatly expanded over the last decade. While traditional simulation for medical education has been limited to procedural training, increasingly its scope has expanded to include instruction for preclinical curricular elements. Technological advances in health-care simulation have allowed for activities that can enhance or even replace traditional basic science content. This has coincided with a shift in medical school curricula to include early clinical experiences, which only further increases the demand for medical student simulation. This article is the result of both the authors' experiences as well a synopsis of a literature search of both reviews as well as original research related to SBME for preclinical medical students. Different simulation modalities including partial task trainers, standardized patients, virtual patient, and high-fidelity simulation are all discussed. The following core competencies are addressed in this article: Patient care, Medical knowledge, Practice-based learning and improvement, and Interpersonal and communication skills.

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