In vivo Simulation-Based Learning for Undergraduate Medical Students: Teaching and Assessment

An increasing emphasis on simulation has become evident in the last three decades following fundamental shifts in the medical profession. Simulation-based learning (SBL) is a wide term that encompasses several means for imitating a skill, attitude, or procedure to train personnel in a safe and adapt...

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Bibliographic Details
Published in:Advances in medical education and practice 2021-01, Vol.12, p.995-1002
Main Authors: Sideris, Michail, Nicolaides, Marios, Jagiello, Jade, Rallis, Kathrine S, Emin, Elif, Theodorou, Efthymia, Hanrahan, John Gerrard, Mallick, Rebecca, Odejinmi, Funlayo, Lymperopoulos, Nikolaos, Papalois, Apostolos, Tsoulfas, George
Format: Article
Language:English
Subjects:
Adaptation
Animals
College students
in vivo simulation based learning
Learning
Medical colleges
Medical personnel
Medical schools
medical simulation
Medical students
Performance evaluation
Review
Simulation
Skills
surgical education
Sutures
Systematic review
Training
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Summary:An increasing emphasis on simulation has become evident in the last three decades following fundamental shifts in the medical profession. Simulation-based learning (SBL) is a wide term that encompasses several means for imitating a skill, attitude, or procedure to train personnel in a safe and adaptive environment. A classic example has been the use of live animal tissue, named in vivo SBL. We aimed to review all published evidence on in vivo SBL for undergraduate medical students; this includes both teaching concepts as well as focused assessment of students on those concepts. We performed a systematic review of published evidence on MEDLINE. We also incorporated evidence from a series of systematic reviews (eviCORE) focused on undergraduate education which have been outputs from our dedicated research network (eMERG). In vivo SBL has been shown to be valuable at undergraduate level and should be considered as a potential educational tool. Strict adherence to 3R (Reduce, Refine, Replace) principles in order to reduce animal tissue usage, should always be the basis of any curriculum. In vivo SBL could potentially grant an extra mile towards medical students' inspiration and aspiration to become safe surgeons; however, it should be optimised and supported by a well-designed curriculum which enhances learning via multi-level fidelity SBL.
ISSN:1179-7258
1179-7258
DOI:10.2147/AMEP.S272185