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The Society for Simulation in Healthcare (SSH), formerly known as the Society for Medical Simulation is a non-profit organization founded in 2004 to advance the application of medical simulation in healthcare. [1] It serves as a resource for young professionals in their growth in medical education and administration. [2]
Medical simulation, or more broadly, healthcare simulation, is a branch of simulation related to education and training in medical fields of various industries. Simulations can be held in the classroom, in situational environments, or in spaces built specifically for simulation practice. [ 1 ]
An instructional simulation, also called an educational simulation, is a simulation of some type of reality (system or environment) but which also includes instructional elements that help a learner explore, navigate or obtain more information about that system or environment that cannot generally be acquired from mere experimentation.
The need for a "uniform mechanism to educate, evaluate, and certify simulation instructors for the health care profession" was recognized by McGaghie et al. in their critical review of simulation-based medical education research. [48] In 2012 the SSH piloted two new certifications to provide recognition to educators in an effort to meet this need.
Medical education applies theories of pedagogy specifically in the context of medical education. Medical education has been a leader in the field of evidence-based education, through the development of evidence syntheses such as the Best Evidence Medical Education collection, formed in 1999, which aimed to "move from opinion-based education to evidence-based education". [2]
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In business, training simulation [aka Simulation Training] is a virtual medium through which various types of skills can be acquired. [1] Training simulations can be used in a variety of genres; however they are most commonly [2] used in corporate situations to improve business awareness and management skills. They are also common in academic ...
The PBL process was pioneered by Barrows and Tamblyn at the medical school program at McMaster University in Hamilton in the 1960s. [5] Traditional medical education disenchanted students, who perceived the vast amount of material presented in the first three years of medical school as having little relevance to the practice of medicine and clinically based medicine. [5]