抄録
Simulation has become an important medical education method in the last 15 years. Its development has been stimulated by models from industry, from decreasing opportunities for clinical exposure for trainees, an increased emphasis on patient safety, and recognition of the some of the limitations of the apprenticeship model of medical training. It is one of the few medical education methods which has been able to show a direct positive relationship with patient outcomes. Simulation teaching methods vary widely - from using specific task trainers (high or low tech), to high fidelity mannequins, to teaching communications, ethics and teamwork. Key concepts in simulation teaching include integration with the curriculum, feedback/ debriefing, deliberate practice and mastery learning. The development of the simulation centre at McGill University Faculty of Medicine will be described. We will explain how it is funded, staffed, and how it is integrated within the various curricula of the schools of the faculty of medicine. We will also describe the strategies used to introduce simulation to curricula and to faculty members who had previously taught using only traditional methods. We give examples on-going challenges to the continued most effective use of simulation as we move our curricular model to competency based medical education.
