Patient focused simulation: the importance of context in Simulation-based education
DATE & TIME: April 16, 2007 12 noon
LOCATION: Goodman Simulation Center
SPEAKER: Roger L. Kneebone, PhD, FRCS, FRCSEd, FRCGP, Senior Lecturer in Surgical Education
AFFILIATION: Department of Biosurgery and Surgical Technology,
Imperial College London, UK
DETAILS:
This presentation will begin with an introduction to simulation and its significance within medical and surgical education. After a brief overview of relevant educational theory, it will highlight some limitations of task-based simulation. The talk's main emphasis will be on the crucial importance of context in recreating authentic clinical scenarios, presenting work around hybrid simulations where inanimate models are attached to professional actors (Simulated Patients). Several examples of this patient focused simulation will be described, including recent developments with an Integrated Procedural Performance Instrument (IPPI) for learning and assessing procedural skills. The presentation will make the case for a closer rapprochement between clinical practice and its simulated counterpart.
Bio
Roger Kneebone trained first as a general surgeon, working both in the UK and in Southern Africa. After finishing his specialist training, Roger decided to become a family physician and joined a group practice in Wiltshire, UK. In the 1990s he developed an innovative national training programme for minor surgery within primary care, using simulated tissue models and a computer-based learning program. In 2003, Roger left his practice to join Imperial College London.
Imperial’s Department of Biosurgery and Surgical Technology is a leading international centre for surgical simulation and assessment. A multiprofessional academic team provides expertise in surgery, education, computing, imaging and patient safety. Roger is co-director of the UK’s only Masters in Education (M Ed) in Surgical Education, which started in October 2005.
Roger’s current research focuses on the contextualisation of clinical learning. He has developed innovative approaches to learning invasive clinical procedures, using models attached to standardized patients.
