Simulation-Based Education: A Popular Tactile Learning Technique
Simulation-based education experiences can include work with mannequins, online case-based simulation, virtual-reality simulation (via iPads or other electronic platforms), standardized patient simulation (with actors as patients) and task-training simulation. In April, CardioSurve explored the experience and perceptions of US cardiologists in their encounters with clinical simulation-based education.
According to the survey, more than 4 out of 5 cardiologists (84%) state they have
been taught via some form of simulation-based education, with more than half (64%) participating in two or more experiences. While mannequin-based simulation education (64%) is cited as the most common experience, clinicians appear to prefer online-based (59%) and virtual-reality simulation (54%) above other formats; only a quarter of cardiologists would rather participate in mannequin-based simulations.
More than two out of three clinicians (70%) agree that their simulation-based educational experiences are effective for learning. Early Career cardiologists (76%) are more likely to believe in the effectiveness of simulation-based education than their mid-to-late career colleagues (66%). However, more mid-to-late career cardiologists (54%) feel that there will be an increased demand for simulation training to maintain board certification in the future as compared to their younger colleagues (39%).
The survey also provides insights into the areas in which cardiologists believe simulation-based education would be most beneficial to them. Not surprisingly, cardiologists share that they are most likely to participate in procedural-based education via simulation (62%). They also believe that they would find value in leadership training (33%), team-based approaches to effective patient care (32%), and communication training (26%) using simulation learning platforms.
Despite the fact that most clinicians believe that simulation-based education is effective
for learning, only slightly over one third of respondents (37%) feel that they would be very likely to participate in simulation-based educational offerings via ACC.org. However,
if Maintenance of Certification (MOC) Part II credits are packaged with those offerings, online participation jumps with more than 8 out of 10 clinicians (81%) indicating that
they would participate in ACC.org simulation-based education. "The more MOC credit
available, the better," says one clinician.
Although clinicians are favorably inclined toward simulation-based education and feel that it is effective, these educational offerings will ultimately be evaluated on the same criteria upon which all educational opportunities are judged: topic, time, ease of use and cost. Each simulation-based educational offering must always explore these factors thoroughly prior to launch. As the future of education evolves, the ACC will continue to be at the forefront of innovative platforms for cardiovascular education, both online and in-person. For more information about simulation-based educational opportunities at ACC.17, please visit accscientificsession.acc.org.
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