Graduation Project : Simulation in Health Science: How simulation can change the way I learn?
Health training, whether medical or paramedical is becoming more and more complex. In addition to the theoretical training, there is practical training at the patient’s bedside. This approach has worked for more than a century, but no longer meets the requirements of themoment, especially in terms of ethics: « never the first time on the patient ». Medical simulation ensures ethics to continually improve the quality and safety of care provided to
patients by improving the level of performance of healthcare professionals.
Simulation is « the use of devices (such as a mannequin or procedural simulator), virtual reality, or a standardized patient, to replicate healthcare situations or environments, to teach
diagnostic and therapeutic procedures, and to allow rehearsal of processes, clinical situations, or decision making by a healthcare professional or team of professionals. »
Over the past 20 years, medical simulation has become increasingly important in continuing medical and paramedical training. The growing number of simulation laboratories created in
the world over the last 20 years and the integration of simulation into the graduate degree, testify to the fundamental place of this learning method.
Anesthesia and resuscitation is a specialty in which there is a constant concern for patient safety. This is why students (and professionals as well) must be among the first to benefit
from the contribution of medical simulation, as a complement to their training, allowing them to master the management of critical situations in the operating room and intensive care unit.
Having lived the simulation experience at the Medical Simulation Center, some questions seem legitimate to us, and require a professional interest project to answer:
1- What perceptions do learners have before and after simulation training?
2- Can we determine the short-term (and medium-term) pedagogical benefit of simulation training as a complement to theoretical university training and internships?
3- Does simulation allow better retention of the knowledge acquired by students?
4- How often should these workshops be renewed to maintain an optimal level of knowledge and skills?
Aims of the work:
The main objective of this work is to assess the interest and the pedagogical contribution of simulation via a high-fidelity mannequin simulator, with a population of students from the
paramedical central university having benefited from complementary training by simulation.
This study also looks at participants’ feelings towards medical simulation as a new educational
tool.
