The DOI matches its Crossref record; 33 of the 33 references it cites were found in a registry or an index.
Simulation-based medical teaching and learning
Open accessAbstract
One of the most important steps in curriculum development is the introduction of simulation- based medical teaching and learning. Simulation is a generic term that refers to an artificial representation of a real world process to achieve educational goals through experiential learning. Simulation based medical education is defined as any educational activity that utilizes simulation aides to replicate clinical scenarios. Although medical simulation is relatively new, simulation has been used for a long time in other high risk professions such as aviation. Medical simulation allows the acquisition of clinical skills through deliberate practice rather than an apprentice style of learning. Simulation tools serve as an alternative to real patients. A trainee can make mistakes and learn from them without the fear of harming the patient. There are different types and classification of simulators and their cost vary according to the degree of their resemblance to the reality, or 'fidelity'. Simulation- based learning is expensive. However, it is cost-effective if utilized properly. Medical simulation has been found to enhance clinical competence at the undergraduate and postgraduate levels. It has also been found to have many advantages that can improve patient safety and reduce health care costs through the improvement of the medical provider's competencies. The objective of this narrative review article is to highlight the importance of simulation as a new teaching method in undergraduate and postgraduate education.
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The impact of simulation-based training in medical education: A review
Elendu, C., Amaechi, D. C., Okatta, A. U., Amaechi, E. C., Elendu, T. C., Ezeh, C. P., & Elendu, I. D. (2024) · Medicine · doi:10.1097/md.0000000000038813 · Cited by 994
Dai, C.-P., Ke, F., Pan, Y., Moon, J., & Liu, Z. (2024) · Educational Psychology Review · doi:10.1007/s10648-024-09855-4 · Cited by 116
Benfatah, M., Marfak, A., Saad, E., Hilali, A., Nejjari, C., & Youlyouz-Marfak, I. (2024) · Teaching and Learning in Nursing · doi:10.1016/j.teln.2024.02.005 · Cited by 75
Oseni, Z., Than, H. H., Kolakowska, E., Chalmers, L., Hanboonkunupakarn, B., & McGready, R. (2017) · BMC Medical Education · doi:10.1186/s12909-017-0975-3 · Cited by 24
Najjuma, J. N., Muhumuza, A., Santorino, D., Sekyere, S. O., Ocheke, A. N., Yiltok, S. J., & Bajunirwe, F. (2024) · BMC Medical Education · doi:10.1186/s12909-024-06521-9 · Cited by 8
Metadata
- Authors
- Al-Elq, A.
- Venue
- Journal of Family and Community Medicine
- Publisher
- Medknow
- Published
- 2010
- Volume
- 17
- Issue
- 1
- Pages
- 35
- ISSN
- 1319-1683 (ISSN-L)
- 2230-8229
- OpenAlex
- W2021641534
- Cited by
- 614
- References
- 33
- FWCI
- 0.38
- Type
- journal article
- Language
- en
- Open access
- gold
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
