Biomedical Engineering Reference
In-Depth Information
by clinicians donning anti-chemical protective
gear during the rendering of acute resuscitative
measures. The cumbersome gear and its altering of
the clinicians' comfort, dexterity and their sensory
and tactile input from the patient may impact the
delivery of medical care in a crisis. Likewise,
personnel must be accustom to locating the gear
and dressing themselves in an expeditious manner
hence, training and drills designed to meet this
objective are warranted [37,38]. Some examples
of drills that may be run in one's institution
are noted below (Figures 20.7 and 20.8). The
value of running such a drill is that weaknesses,
deficiencies and points of system breakdown may
be identified then corrected. This will benefit
all levels of patient care delivery irregardless
if bioterrorism or mass casualties are involved.
Conversely, identification of strong points within
the system may allow one to optimally adjust
other similar systems throughout the institution.
Figure 20.8
Anesthesiology residents practicing intubation
skills during simulation training at Hartford hospital.
of immediate feedback and reflection. Simulation
based curriculum can be standardized and focused
to the level of the learner with the ability to assess
skills, critical thinking and teamwork. This unique
teaching environment provides an opportunity to
identify discrepancies between what is expected
of the student and what the student can actually
deliver. This is indeed, 'a good idea whose time has
come' [39,40].
20.10 Conclusion
High-fidelity simulation has enormous potential
for training in this safety conscious environment.
Incorporating this modality will encourage the
students to be an active participant in their own
learning in a risk free setting with the possibility
References
1. L. T. Kohn, J. M. Corrigan, M. S. Donaldson,
eds. For the Institute of Medicine Committee
on Quality of Health Care in America. To Err
Is Human: Building a Safer Health System.
Washington, DC, National Academic Press,
2000.
2. J. A. Gordon, Wm. Wilkerson, D. W. Shaffer, and
E. G. Armstrong. “Practicing” medicine without
risk: students' and educators responses to high-
fidelity patient simulation.
Acad Med
, 76;469-472,
2001.
3. W. Dunn (ed.)
Simulators in Critical Care
and Beyond
, Simulation-A Revolution in Medical
Education, 1st Edition, pp. 35-81. Society of
Critical Care Medicine Press, Des Plaines, IL,
2004.
4. S. D. Issenberg, S. Pringle, R. M. Harden,
S. Khogali, and M. S. Gordon. Adoption and inte-
gration of simulation-based learning technologies
into the curriculum of a UK Undergraduate Educa-
tion Programme.
Med Ed
, 371:42-49, 2003.
1. Communication based drills
a. telephone, walkie-talkie, or wireless system
2. Single or multiple patients through system
(moulage/actors or mannequins)
a. transportation only (1st responder in commu-
nity to ED, 1st responder to OR/ICU via ED)
b. transportation & triage
c. transportation, triage, patient care
3. Announced/planned vs impromptu/surprise drill
4. Decontamination system
5. Personnel protective equipment
6. Medical/surgical response to bioterror
Airway issues
Acute resuscitation
Basic and advanced patient care
ACLS
Figure 20.7
Single or multiple areas for testing/drilling for
bioterrorism preparedness.
