Abstract
Simulation is usually perceived as the advancement
in technology to create experiences that are focused
towards clinical applications. This is not a holistic
view of this sphere. In fact, it is the integration of
knowledge and affective domains that are structured
carefully to involve different techniques, related
equipment's and courses. These are well structured
activities that are designed for different levels of
participants having diverse levels of expertise.
Besides others, one reason for introduction of
simulation in medical field is to groom physicians
1 who are safe practitioners. The history of clinical skill
th lab is traced back to the 17 century in France, where
manikins using the foetal model and pelvis were
used. These training were given to the paramedical
2
staff namely midwives by Madame Du Coudray. In
modern times the basis for standardization of
training in simulation medicine dates back to
Resusci Anne who managed the training by
providing manikins that were simple to use and were
low cost. Later on Abrahamson developed the SimOne simulator that was aimed to train the novice to
learn the insertion of endotracheal tubes. This was a
3,4 high fidelity simulator. This development was
followed in 1980 by the development of
Comprehensive Anesthesia Simulation Environment
5 (CASE) where the simulator was linked to a program.
From there on, Barrows introduced the concept of
provision of an environment that was safe and
helped the participant to practice where skills with
6
simulated patients. To this date more advanced
technological equipments that have capabilities of
running computer assisted programs, virtual reality
and even tactile sensations modalities have been
7
introduced.
Rizwan Hashim. (2020) Simulation in Health Care, Journal of Islamic International Medical College, Volume-15, Issue-2.
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