Low-Tech Modalities in Medical Simulation
Low-tech modalities are practical and cost-effective methods used in medical simulation to enhance learning and skills development. These modalities rely on simple yet effective techniques that can be easily implemented in various educational settings, including nursing, kinesiology, and human health science. In this section, we will explore four examples of low-tech modalities commonly used in medical simulation: role playing, tabletop simulation, mental simulation, and standardized patient/person.
Description:
Role playing involves participants assuming specific roles, often with assigned characters or scenarios, to simulate real-life situations. It allows learners to actively engage in experiential learning, fostering critical thinking, communication, and problem-solving skills.
Examples in Nursing:
In nursing education, role playing can be used to simulate patient-provider interactions, such as doctor-nurse communication, patient assessment, and patient counseling. Students can take turns playing different roles, including patients, healthcare providers, or family members, and practice effective communication, empathy, and clinical decision-making in a safe and controlled environment.
Examples in Kinesiology:
In kinesiology and human health science, role playing can be applied to simulate scenarios related to exercise prescription, injury assessment, or health coaching. Learners can act as personal trainers, clients, or exercise physiologists, practicing client-centered communication, exercise program design, and motivational interviewing techniques.
Description:
An educational tool intended to provide students/learners an opportunity to apply knowledge through formal discussion of a described scenario. It involves key personnel discussing simulated scenarios in an informal setting. Can be used to assess plans, policies, and procedures.
Description:
Mental simulation, also known as visualization or mental rehearsal, involves creating a detailed mental image of a scenario or procedure. It enhances cognitive processing, decision-making, and performance by allowing learners to mentally practice skills without physical resources.
Examples in Nursing:
In nursing education, mental simulation can be used to reinforce clinical reasoning and procedural skills. Students can imagine themselves going through the steps of a complex nursing procedure, such as inserting a urinary catheter or performing cardiopulmonary resuscitation (CPR), while visualizing correct technique, assessing potential complications, and reflecting on critical actions.
Examples in Kinesiology and Human Health Science:
In kinesiology and human health science, mental simulation can be applied to enhance motor skill acquisition or performance in various sports or rehabilitation exercises. Learners can mentally rehearse proper movement patterns, anticipate challenges, and develop strategies for optimal performance or injury prevention.
Description:
Standardized patients or persons (SPs) are individuals trained to portray specific patient roles with consistency and accuracy. They provide learners with realistic, interactive encounters that closely mimic real-life clinical scenarios, enabling the development of clinical skills, communication, and empathy.
Examples in Nursing:
In nursing education, standardized patients can simulate diverse patient encounters, including history-taking, physical examinations, or challenging communication scenarios (e.g., breaking bad news). Students can interact with SPs, practice gathering information, performing assessments, and delivering care while receiving immediate feedback
Mid-Tech Modalities in Medical Simulation
Mid-tech modalities in medical simulation utilize more advanced technologies and equipment to enhance learning and skill development. These modalities offer a balance between cost-effectiveness and realism, providing learners in nursing, kinesiology, and human health science with practical hands-on experiences. In this section, we will explore three examples of mid-tech modalities commonly used in medical simulation: Take-home Simulation, Procedural Simulation, and Manikin-Based Simulation.
Description:
Take-home simulation refers to simulation activities or kits that can be taken home by learners for self-directed practice and learning. These portable kits often include equipment, task trainers, or virtual simulations that allow learners to practice specific skills or scenarios outside of the traditional learning environment.
Examples in Nursing:
In nursing education, take-home simulation kits can be designed to facilitate skills practice such as medication administration, wound care, or catheterization. Students can take the kits home and utilize simulated medications, wound dressings, or urinary catheter trainers to practice hands-on skills, reinforce knowledge, and build confidence in a comfortable and convenient setting.
Examples in Kinesiology and Human Health Science:
In kinesiology and human health science, take-home simulation kits can be utilized to promote motor skill acquisition or exercise technique mastery. Learners can receive portable kits containing resistance bands, exercise balls, or movement analysis tools to practice specific exercises or movement patterns at home. This allows for independent practice, self-assessment, and skill progression.
Description:
The use of a simulation modality (for example, task trainer, manikin, computer) to assist in the process of learning to complete a technical skill(s), or a procedure, which is a series of steps taken to accomplish an end.
Examples in Nursing:
In nursing education, procedural simulation can be used to teach and assess skills such as intravenous (IV) catheter insertion, nasogastric (NG) tube insertion, or wound suturing. Learners can use task trainers, such as IV arm models, NG tube insertion trainers, or simulated tissue pads, to practice hands-on skills, understand proper technique, and gain confidence before performing procedures on actual patients.
Examples in Kinesiology and Human Health Science:
In kinesiology and human health science, procedural simulation can be employed to teach and evaluate skills such as joint mobilization, taping techniques, or electrotherapy application. Learners can practice on advanced simulators, such as joint mobilization models, taping mannequins, or electrical stimulation devices, to develop proficiency, understand anatomical landmarks, and refine technique.
Description:
Manikin-based simulation involves the use of lifelike manikins or simulators that replicate human anatomy and physiological responses. These manikins can range from basic models to highly advanced, computer-controlled simulators capable of simulating a wide range of medical scenarios.
Examples in Nursing:
In nursing education, manikin-based simulation can be used to simulate various patient conditions and medical emergencies. Learners can practice assessing vital signs, administering medications, performing CPR, or managing complex patient scenarios using high-fidelity manikins that provide realistic physiological responses, including heart and lung sounds, pulses, and simulated patient reactions.
Examples in Kinesiology and Human Health Science:
In kinesiology and human health science, manikin-based simulation can be utilized to simulate sport-specific injuries, biomechanical analyses, or rehabilitation exercises. Learners can practice injury assessment, exercise prescription, or rehabilitation techniques using manikins equipped with joint range-of-motion capabilities, injury simulation features, or sensors to provide real-time feedback on movement patterns or muscle activation.
Conclusion:
Mid-tech modalities in medical simulation offer an intermediate level of realism
High-Tech Modalities in Medical Simulation
High-tech modalities in medical simulation utilize advanced technologies and computer-based platforms to create immersive and realistic learning experiences. These modalities offer sophisticated virtual environments and simulations that enhance learning and skill development in nursing, kinesiology, and human health science. In this section, we will explore five examples of high-tech modalities commonly used in medical simulation: Computer-Based Simulation, Discrete Simulation, Hybrid Simulation, Immersive Simulation, and Virtual Reality Simulation.
Description:
The modelling of real-life processes with inputs and outputs exclusively confined to a computer, usually associated with a monitor and a keyboard or other simple assistive device.
Examples in Nursing:
In nursing education, computer-based simulations can be used to teach and assess skills such as patient assessment, medication administration, or triage. Learners can engage with interactive virtual patient scenarios, analyze patient data, and make decisions regarding care plans, medications, or interventions, providing immediate feedback and allowing for reflection and improvement.
Examples in Kinesiology and Human Health Science:
In kinesiology and human health science, computer-based simulations can be utilized to explore biomechanical analyses, exercise programming, or injury prevention strategies. Learners can interact with virtual models, simulate different movement patterns, modify variables such as joint angles or resistance levels, and observe the resulting effects on muscle activation, joint forces, or exercise outcomes.
Description:
The operation of a system as a discrete sequence of events in time. Each event occurs at a particular instant in time and marks a change of state in the system. Between consecutive events, no change in the system is assumed to occur; thus the simulation can directly jump in time from one event to the next
Description:
The union of two or more modalities of simulation with the aim of providing a more realistic experience. In health care simulation, hybrid simulation is most commonly applied to the situation where a part task trainer (e.g., a urinary catheter model) is realistically affixed to a standardized/simulated patient, allowing for the teaching and assessment of technical and communication skills in an integrated fashion.
Examples in Nursing:
In nursing education, hybrid simulation can be used to simulate complex patient care scenarios that require a combination of physical assessments, communication skills, and clinical decision-making. Learners may interact with standardized patients for history-taking and communication while utilizing task trainers or virtual simulations for physical assessments, medication administration, or emergency response.
Examples in Kinesiology and Human Health Science:
In kinesiology and human health science, hybrid simulation can be employed to simulate sport-specific performance, injury management, or exercise prescription. Learners may engage in scenarios that combine physical assessments, virtual exercise environments, and real-time feedback systems to assess movement patterns, prescribe appropriate exercises, or modify training programs based on individual needs and goals.
Description:
A real-life situation that deeply involves the participants’ senses, emotions, thinking, and behaviour; creating an immersive simulation depends on the alignment with learning objectives, the fidelity of the simulation (physical, conceptual, and emotional), and participant ́s perception of realism.
Simulation Process
Practice
Active practice using one or multiple of the modalities
Feedback
Information given to the learner about the learner's performance relative to learning goals or outcomes
Debriefing
A facilitated dialogue with peers and clinical educators following the simulation experience. It includes a quick summary of the simulation and the learning objectives. Students’ questions should be addressed before completing the de-brief session.
Guided Reflection
The process encouraged by the instructor during debriefing that reinforces the critical aspects of the experience and encourages insightful learning, allowing the participant to link theory with practice and research.
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