A short introduction to simulation in health education

Abstract

Simulation as a teaching strategy aims to achieve learning objectives without exposing the learner and the patient to the risk of the activity. The simulation takes away the stress of the actual event and what is left is the joy of learning. Simulation can also be used in both formative and summative assignments. The simulation also provides a comfortable space where learners can cross their plateau phase and progress towards mastery. To understand more about the simulation experience, simulation activities are divided into three parts: brief, immersion and debrief. Brief is akin to the introductory or preparatory phase. During this phase keeping in mind the learner's expectation, information is given to the participants and objectives are framed to provide the participants with a self-determined sense of development. An educator must create an ideal learning environment free from stress and filled with trust and mutual respect to facilitate learning. Immersion in clinical simulation is comparable to a theatrical production, and it is defined as a subjective experience one gain when a learner participates in the event. In relation to simulation in healthcare, there is a concept of realism and meaningfulness. Both are individual perceptions but are different concepts. In healthcare, simulation meaningfulness is more relevant. Debrief is the final event and communication type that makes the participant sense of the action. Debrief helps the candidate reflect on his learning in terms of predetermined objectives. Debrief is further broken into the reaction phase, analysis phase and summarisation phase. In this phase, the instructor keeps the learner-centred approach, tries to explore the learner's mental frame, and can help reframe the learner's internal assumptions and feelings. Simulation can be one of the best teaching methods in populous and low-resource settings.