The use of the Human Simulator in Medical Teaching
The use of simulators for training in the fields of aviation, maritime operations, and nuclear power management have been around since the 1930’s when Edwin Link introduced the first aircraft simulator. The use of simulators in the health care industry was introduced in the 1990’s as a way to improve education and studying human performance. A research study by Duke University found that human simulators provided a key element of effective learning, interactivity, that traditional training programs were lacking. In the three domains of learning increase was shown in the affective, 4.89 to 8.24, in the cognitive, 6.42 to 8.75, and in the psychomotor, 5.26 to 8.63 (Taekman, 2004). With results like this it was no long before simulation labs were found in other medical and nursing schools across this country and around the world.
The human simulator allows students to practice in real life situations without the risk to real life patients. The simulators are connected to a computer where the instructor can enter any type of critical situation for the students to treat. The computer allows the simulator to perform human like characteristic such as; blinking and dilating eye, tearing, drooling, bleeding, have a heartbeat, breathing, talking, urinating and tongue swelling. These characteristics bring realistic problems to the student to allow for critical thinking and critical skill training.
The use of simulators was first use by anesthesiology students in critical operating room situations. It has since expanded to use in nursing schools, medical schools, and hospital settings such as; Emergency Rooms, Operating Rooms, and Intensive Care Units. It has even begun to be used in the field training of Emergency Medical Technicians and Paramedics. The local Helicopter service in Morehead has a mobile simulation unit that can be taken to different areas of the region for training purposes. The simulators are being used in over 700 organizations around the world for training for emergency preparedness, military use and even NASA.
The biggest advantage of the simulator to me is the ability of nurses and doctors to receive critical training without the risk to real patients. They are able to treat a situation to its conclusion even if it means simulated death of the patient. It also allows the instructor to evaluate the student’s leadership, communication and collaboration skills during critical times. Another advantage is the evaluation of new technology and procedures on the simulator instead of a real patient.
The disadvantages of this technology are few and far between, but the one that stands out the most is the lack of human contact and interaction. This type of interaction can make a critical situation much more stressful when you are looking into the eyes of a real person as compared to that of a plastic simulator.
Regardless of the advantages or disadvantages, this technology is allowing medical professions to train in controlled situations in the classroom that just a few years ago could only be done in the field under real life or death situations. I see this technology advancing in the future with little limitations.
