Volume 40 Supplement 1

70th Congress of the Italian Society of Pediatrics

Open Access

In situ simulation in pediatrics

  • Marco de Luca1
Italian Journal of Pediatrics201440(Suppl 1):A10

DOI: 10.1186/1824-7288-40-S1-A10

Published: 11 August 2014

The increasing speed of medicine updating required a change in the training system: the classic teaching mode "see one-do one" is increasingly called into question for ethical reasons in order to protect patients from possible damages deriving from health personnel education [1]. This concept finds its implication in pediatric patients, where any unnecessary suffering must be avoided: for this reason new methodologies based on simulation have been introduced to prevent this type of problem.

Simulation is a technique that allows replacing or amplifying real experiences with guided experiences, artificially designed, which evoke or replicate substantial aspects of the real world in an entirely interactive situation. The growing interest in this approach is due to three main factors: the development of simulator technologies, the evolution of medical education understood as a set of competences in the field of knowledge, skills and behavior and finally the increasing attention to limit errors in team work.

Simulation in medicine is not only a training tool, but also a way of reducing clinical risk and of improving patient safety.

Pediatric emergencies are an example of how simulation can actually be a tool for health workers to achieve a performance improvement in medical assistance [2]. Pediatric emergency events are clinically rare, high-risk, and frequently involve the simultaneous presence of several subjects: pediatricians, nurses, specialists and the patient’s family.

In situ simulation is a particular form of simulation, distinct from simulation conducted in a simulation center: it may be defined as, “Simulations that occur in the actual clinical environment and whose participants are on-duty clinical providers during their actual workday.” The required materials can either be used specifically for simulation and taken each time to the site of the scenario, or they can be routinely available. In situ simulation training offers many advantages: it gives the opportunity to test systems, to reinforce training in authentic ways, and also to identify hazards and deficiencies in the clinical systems, in the environment and in the provider team [3].

Authors’ Affiliations

(1)
Emergency Department, Meyer Children’s Hospital

References

  1. Ziv A, Wolpe PR, Small SD, Glick S: Simulation-based medical education: an ethical imperative. Acad Med. 2003, 78: 783-8. 10.1097/00001888-200308000-00006.View ArticlePubMedGoogle Scholar
  2. Cheng A, Duff J, Grant E, Kissoon N, Grant VJ: Simulation in paediatrics: An educational revolution. Paediatr Child Health. 2007, 12: 465-468.PubMed CentralPubMedGoogle Scholar
  3. Weinstock PH, Kappus LJ, Garden A, Burns JP: Simulation at the point of care: reduced-cost, in situ training via a mobile cart. Pediatr Crit Care Med. 2009, 10: 176-181. 10.1097/PCC.0b013e3181956c6f.View ArticlePubMedGoogle Scholar

Copyright

© de Luca; licensee BioMed Central Ltd. 2014

This article is published under license to BioMed Central Ltd. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.

Advertisement