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Chapter 15 - Simulation Training for Sedation

Published online by Cambridge University Press:  12 December 2024

By
Valeriy Kozmenko ,
Lyubov Kozmenko ,
Stacy Lee ,
Elyse M. Cornett  and
Alan D. Kaye
Edited by
Richard D. Urman  and
Alan David Kaye
Richard D. Urman
Affiliation:
Ohio State University
Alan David Kaye
Affiliation:
Louisiana State University School of Medicine
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Summary

Simulation has been extensively used in military and aviation training. In 2003, the Louisiana State University Health Sciences Center developed and successfully implemented a required simulation curriculum, one of the first of its kind in the United States. Since then, this practice has been widely accepted by many other medical schools, both in the United States and abroad. Simulation has been used for teaching medical students and residents, nursing students and practicing nurses, as well as clinical physicians in many fields of patient care. Simulation is one of the tools that can be effectively used to teach sedation to both anesthesiologists and non-anesthesiologists.

Type
Chapter
Information
Moderate and Deep Sedation in Clinical Practice , pp. 194 - 202
Publisher: Cambridge University Press
Print publication year: 2024

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References

References

Kozmenko, V, Kaye, AD, Hilton, C. Theory and practice of developing an effective simulation-based curriculum. In Kyle, RR, Murray, WB, eds., Clinical Simulation: Operations, Engineering and Management. Academic Press, 2007, 135–52.Google Scholar
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Kozmenko, V, Young, M. Programming patient outcomes in simulation: concepts in scenario standardization and automation. Healthcare Simulation: A Guide for Operations Specialists. Wiley, 2015.Google Scholar
Benzoni, T, Cascella, M. Procedural Sedation. Treasure Island, FL: StatPearls Publishing, www.ncbi.nlm.nih.gov/books/NBK551685 (last update July 3, 2023; accessed April 2024)Google Scholar

Additional Reading

Alhadeff, E. Serious games improving training and performance metrics. Serious Games Market. www.seriousgamemarket.com/2010/07/serious-games-improving-training-and.htmlGoogle Scholar
Casuer, J, Barach, P, Williams, M. Expertise in medicine: using the expert performance approach to improve simulation training. Med Educ. 2014;48:115–23.Google Scholar
Dieckman, P, Gaba, D, Rall, R. Deepening the theoretical foundation of a patient as social practice. Simulation in Healthcare. Simul Healthc. 2007;2:183–92.CrossRefGoogle Scholar
Guyot, P, Drogoul, A, Honiden, S. Power and negotiation: lessons from agent-based participatory simulations. Proceedings of the Fifth International Joint Conference on Autonomous Agents and Multiagent Systems (AAMAS-06), 2006, 27–33.CrossRefGoogle Scholar
Hwang, J, Bencken, B. Simulated realism: essential, desired, overkill. In Kyle, R, Bosseau, R, eds., Clinical Simulation Operations, Engineering and Management. Elsevier, 2008, 86.Google Scholar
Idaho Bioterrorism Awareness and Preparedness Program. Training methodologies.Google Scholar
Knowles, MS, Holton, EF, Swanson, RA. The Adult Learner, 6th ed. Elsevier, 2005.CrossRefGoogle Scholar
Kozmenko, V, Paige, J, Chauvin, S. Initial implementation of mixed reality. Stud Health Technol Inform. 2008;132:216–21.Google ScholarPubMed
Kuhrik, N, Kuhrik, M, Rimkus, C, Tecu, N, Woodhouse, J. Using human simulation in the oncology clinical practice setting. J Contin Educ Nurs. 2008;39(8):345–55.CrossRefGoogle ScholarPubMed
Radcliff, BJ. Why Soft-Skills Simulation Makes a Hard Case for Sales Training. CompeteNet, 2005.Google Scholar
Shapiro, FE, Pawlowski, JB, Rosenberg, NM, et al. The use of in-situ simulation to improve safety in the plastic surgery office: a feasibility study. Eplasty 2014;14:e2.Google ScholarPubMed
Urman, RD, Punwani, N, Shapiro, FE. Office-based surgical and medical procedures: educational gaps. Ochsner J. 2012;12(4):383–8.Google ScholarPubMed

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