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Reconsidering fidelity in simulation-based training.

Stanley J Hamstra¹, Ryan Brydges, Rose Hatala

¹Dr. Hamstra is professor, Departments of Medicine, Anesthesia and Surgery; research director, University of Ottawa Skills and Simulation Centre; and director, Academy for Innovation in Medical Education, Faculty of Medicine, University of Ottawa, Ottawa, Ontario, Canada. Dr. Brydges is assistant professor, Department of Medicine, University of Toronto, Toronto, Ontario, Canada. Dr. Hatala is associate professor, Department of Medicine, University of British Columbia, Vancouver, British Columbia, Canada. Dr. Zendejas is resident, Department of Surgery, Mayo Clinic College of Medicine, Rochester, Minnesota. Dr. Cook is professor of medicine and medical education, Department of Medicine, Mayo Clinic College of Medicine, and director, Office of Education Research, Mayo Medical School, Rochester, Minnesota.

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|January 23, 2014

Summary

This summary is machine-generated.

Simulator fidelity in health professions education may not improve learning outcomes. Researchers suggest focusing on functional alignment and learner engagement rather than physical resemblance for better educational effectiveness.

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Area of Science:

Health Professions Education
Medical Simulation
Educational Technology

Background:

The traditional definition of simulator fidelity in health professions education focuses on physical resemblance to human patients.
This emphasis on technological and physical aspects may overshadow crucial educational effectiveness principles.
Empirical evidence suggests fidelity's degree is often independent of actual learning outcomes.

Purpose of the Study:

To critically examine the concept of fidelity in simulation-based health professions education.
To propose alternative frameworks that better align with educational effectiveness.
To guide researchers in advancing simulation-based education.

Main Methods:

Systematic review of simulation-based health professions education literature.
Conceptual analysis of fidelity and related educational principles.
Examination of empirical studies on simulator fidelity and learning outcomes.

Main Results:

The degree of simulator fidelity often shows no correlation with educational effectiveness.
Concepts like transfer of learning, learner engagement, and suspension of disbelief are more influential on learning.
Current definitions of fidelity prioritize physical attributes over functional relevance.

Conclusions:

The term 'fidelity' in simulation education should be replaced with terms like 'physical resemblance' and 'functional task alignment'.
Shift focus from physical realism to functional correspondence between simulators and real-world clinical contexts.
Prioritize enhancing educational effectiveness through principles of transfer of learning, learner engagement, and suspension of disbelief.