Why Simulation

Simulation is a Powerful Education Model

New studies show the use of simulation in medical education, such as lifelike mannequins and computer systems, results in improved patient care, better outcomes and other benefits.

Loyola University Chicago Stritch School of Medicine researcher William C. McGaghie, PhD, and colleagues analyzed 23 medical education studies that measured the effects of simulation-based mastery learning (SBML). A synthesis of these studies found that SBML improved outcomes in the educational laboratory, patient care practices, patient outcomes and collateral effects such as reduced health care costs.

SBML “is a powerful educational model that improves clinical skills and has important downstream effects on health and society,” Dr. McGaghie and colleagues report in the journal Medical Education (Vol. 48, Issue 4, April 2014).

Simulation-based medical education involves devices, trained persons, lifelike virtual environments and contrived social situations that mimic real-life professional encounters. Simulations include task trainers, mannequins, multimedia computer systems and standardized patients who are trained to portray real patients’ physical symptoms and behaviors.

Dr. McGaghie and colleagues performed a qualitative synthesis of 23 SBML studies published between 2006 and 2013. These studies examined the impact of SBML on clinical skills, including management of ICU patients on ventilators; catheter insertion; lumbar puncture (spinal tap); laparoscopic surgery; and communicating with a chronically ill patient about goals of care.

Outcomes include improved procedural and communication skills in both simulated settings and the bedside; reduction in complications; reduced hospital length of stay; fewer blood transfusions; fewer ICU admissions; improved quality of surgical care; reduced catheter-associated bloodstream infections; and reduced healthcare costs.

“Simulation-based mastery learning is beginning to produce strong and lasting educational effects when it is implemented, managed and evaluated with thought and rigor,” Dr. McGaghie and colleagues wrote.

Dr. McGaghie is director of the Ralph P. Leischner Jr., MD Institute for Medical Education at Loyola University Chicago Health Sciences Campus and is an internationally renowned medical educator. Dr. McGaghie also serves as a member of Loyola’s Center for Simulation Education Advisory Committee.