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[Simulation-based learning and internal medicine: Opportunities and current perspectives for a national harmonized

J Galland1, S Abbara2, B Terrier3

  • 1Département de médecine interne et d'immunologie clinique, CHRU de Nancy-Brabois, bâtiment Philippe-Canton, rue du Morvan, 54511 Vandœuvre-les-Nancy, France; Faculté de médecine de Nancy, centre universitaire d'enseignement par la simulation médicale, université de Lorraine, Nancy, France.

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|March 18, 2018
PubMed
Summary

Simulation-based learning (SBL) offers valuable skill development for internal medicine (IM) residents, enhancing both technical and non-technical competencies. However, significant financial and time costs, alongside unproven pedagogical validity, present challenges to widespread adoption.

Keywords:
Internal medicineMédecine internePedagogyPédagogieSimulation en santéSimulation-based learning

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Area of Science:

  • Medical Education
  • Internal Medicine Training
  • Simulation Technology

Background:

  • Simulation-based learning (SBL) is increasingly recognized in medical education.
  • The French health authority (HAS) supports SBL integration.
  • French Young Internists (AJI) are evaluating SBL's value in internal medicine.

Purpose of the Study:

  • To assess the added value of simulation-based learning in internal medicine residency.
  • To explore the potential benefits and challenges of SBL for acquiring specialized skills.
  • To examine the readiness of medical faculties for SBL implementation.

Main Methods:

  • Review of different SBL modalities (human, synthetic, electronic).
  • Analysis of skill acquisition (technical and non-technical) through SBL.
  • Discussion of the pedagogical importance of debriefing sessions.
  • Consideration of resource allocation and faculty investment.

Main Results:

  • SBL can enhance acquisition of technical skills (e.g., procedures) and non-technical skills (e.g., reasoning, communication).
  • Debriefing is crucial for knowledge acquisition and self-correction.
  • Internal medicine residents support SBL for developing specialty-specific skills.
  • Significant challenges include human and financial costs, uneven resource distribution, and time commitment.

Conclusions:

  • SBL holds promise for internal medicine training, particularly for skill development and complex case management.
  • Faculty training and investment are necessary but currently face barriers.
  • Further research is needed to definitively establish the pedagogical validity of SBL in this specialty.