Simulation medicine is a modern method of teaching and assessing practical skills, abilities and knowledge in medical education. It is based on realistic modeling and simulation of clinical situations. This approach allows healthcare specialists to quickly become part of the professional community, meet the requirements of employers and ensure the safety and quality of medical care for patients.
Our Mission
Creation and development of a system of simulation medical centers aimed at developing and confirming the professional competencies of medical and social workers.
Satisfaction and protection of legal, social, public, economic, intellectual, creative, cultural and other rights, freedoms and common interests of our members.
Promoting the creation of a single space for operators involved in the operation of simulation centers in Ukraine, comprehensive support and integration of them into the system of medical, social and rehabilitation services in order to improve the healthcare and social protection in Ukraine.
Promoting the development of a system for improving professional level and competencies in the field of healthcare and social protection in Ukraine.
Legal basis of activity
The organization operates in accordance with the Constitution of Ukraine:
LAW OF UKRAINE
«On Public Associations»
LAW OF UKRAINE
«On Rehabilitation of the Disabled in Ukraine»
LAW OF UKRAINE
«On Social Services»
LAW OF UKRAINE
«Fundamentals of the Legislation of Ukraine on Healthcare»
LAW OF UKRAINE
«On State Financial Guarantees of Medical Service to the Population»
Other legislative and regulatory acts governing the activities of public associations and regulating the conditions for carrying out activities in the field of medical, social and rehabilitation services
Advantages of simulation training:
Objective assessment
Objective assessment of the achieved skill level
Unlimited training
Unlimited number of repetitions when practicing a skill
Flexible schedule
Training at a convenient time
Stress reduction
Stress reduction during the first independent manipulations
No risk to the patient
Participants gain clinical experience in a virtual environment without risk to the patient
Training of rare cases
Practice of life-threatening clinical situations and pathological conditions that rarely occur in the clinic
Fair result
Unbiased attitude to the participant - the result is evaluated by a virtual simulator instead of a human being
Prerequisites for implementing simulation training
Progress does not stand still!
In recent decades, there has been a rapid introduction of a large number of virtual technologies into various spheres of human activity.
In the national health care system, among other things, a variety of phantoms, models, dummies, simulators, virtual simulators and other technical training tools have appeared and are widely implemented, which make it possible to simulate processes, situations and other aspects with varying degrees of reliability professional activities of medical workers.
At the same time, if some educational institutions have used individual phantoms to practice the simplest practical skills for a long time, then the introduction of complex virtual simulators and systems for their use in education appeared only in the last decade. And until now, sufficient experience has been accumulated in the application of simulation methods in education, in particular, in medical education.
In Western countries, where these technologies appeared earlier, the accumulated experience made it possible to create a system of using simulation training. The use of this system is designed to significantly increase the efficiency and safety of the provided medical care.
In order for expensive simulation technologies to bring maximum benefit, it is necessary to clearly define their advantages and disadvantages, then set a goal and formulate tasks, the solution of which is impossible or impractical without these technologies.
The main and most important advantage of imitation is the possibility of objective registration of the parameters of the performed professional activity in order to achieve a high level of training of each specialist. The objectivity of the registered parameters in numerical terms can be considered absolute.
The main disadvantage of simulation training is its high cost.
The current system of education of medical specialists contributes to the improvement of the provision of medical care, but does not ensure the identification of doctors and nurses with an insufficient level of preparation and poor performance indicators, as it is not aimed at assessing all areas of competence of specialists.
The introduction of control of the level of preparedness through a system of simulation training could contribute to the solution of this problem.
At the same time, it is generally accepted that the process of such control should not be punitive, and the main efforts should be aimed at promoting professional development, identifying limitations and reducing the risk that an ill-prepared doctor or nurse can carry.
Obtaining the patient’s consent to participate in the provision of medical care to students and interns becomes more and more difficult every year. The introduction of an additional but mandatory CERTIFICATION stage in the conditions of simulation training of professional activity for each student and intern, as well as the dissemination of information about all the possibilities of this stage of specialist training among patients, could fundamentally change this situation.
Therefore, it is necessary to create a system of simulation (imitation) training in the health care system!
The correct organization of financing of this area will make it possible to obtain the most optimal result from the use of such an expensive area of training as simulation training.
Principles of simulation training
Availability of a legislative support
which contains a rule on admission to work (training) with patients, as well as a list of mandatory competencies in the specialties that require the prioritization of simulation training. As a result, it should become the standard to admit to work with patients persons who have been certified in simulation training in accordance with the list of competencies in their specialty (level of education). The legislative framework should be flexible and improved as this area develops.
Integration of simulation training
into the existing system of professional education at all levels.
Unbiased certification
on the basis of approved standards (regulations) for compliance with the criteria, with video recording of the process and results of pedagogical control, during which the influence of the examiner’s personality should be avoided.
Intensive organization of the educational process
modular construction of the simulation training program and opportunities for simultaneous training of different categories of medical personnel (by type and by specialty).
The participation of independent experts
and observers during state certification procedures is mandatory from among employers (professional communities), as well as members of societies related to the protection of patients’ rights.
A system of state accounting
(register of specialists) of the results of completion of the relevant modules of simulation training by specialists.
A single system for evaluating the results
of simulation training for all organizers of simulation training.
The place of simulation training in the medical personnel training system
Traditionally, the system of training medical specialists was ensured by the functioning of departments in universities or the work of teachers in schools (colleges). Such training included theoretical training in the form of lectures and practical classes, as well as training through participation in the implementation of medical activities under the supervision of employees of educational organizations in practical classes or industrial practice. At the same time, in a number of university departments and medical schools, the simplest phantoms and simulators were used in practical classes to practice individual practical skills, but this training did not have a systematic and regular character, and also rarely ended with an objective check of the correct use of skills during professional activity.
UASIM offers a concept that, during the training of specialists, redistributes the training time so that between theoretical training and participation in the implementation of medical activities, mandatory modules of simulation training appear.
At the same time, for specialties not related to the performance of surgical intervention, the stage of simulation training in the laboratory involves training according to the “Standardized patient” programs, when the role of the patient is played by a person specially trained for this.
Simulation Learning Module - SLM
Organizationally, it is convenient to conduct simulation training not by individual competencies, but by groups of competencies formed into separate standard simulation modules.
A simulation learning module (SLM) is a unit of the learning process of simulation learning, which is equal to the share of the working time of the Simulation Center allocated to the direct interaction of students with learning tools (practical training), accompanied by pedagogical control. Each such unit has a formulated final result of training and a certain cost. The presence of such a unit of the educational process will make it possible to calculate the need for specialist training.
SLM is necessary for the organization of the educational process and each of them contains a list of practical skills that will be formed (controlled) in students during this time. It will also contribute to the optimization of state financing of such an expensive method of education (through state procurement of the required number of SLMs).
The list of skills in the SLMis combined according to the thematic principle, according to the equipment used for this, and according to the achievement of educational goals. In addition to clinical SLMs, it is necessary to develop modules for training new employees of simulation training centers and experts who are involved for this.
Standard simulation training modules can be implemented as stand-alone trainings and/or they can be part of a wider simulation training program. The module provides only practical classes. To implement training on one topic, several modules can be implemented in a row.
Each module, which is implemented in the form of trainings, must necessarily have the following four parts:
entrance control of the level of preparedness, briefing on the simulation, receiving the task (up to 20% of the time),
direct performance of tasks,
performance discussion (debriefing),
final execution (up to 10% of time).
At least 70% of the time should be allocated to the second and third parts, while depending on the type of competences, the distribution between them can be from 60:10 for individual skills to 30:40 for professional activities as a whole.
The availability of modules will make it possible to plan the maximum working time and the number of positions of simulation training structures, on the basis that each working day will reproduce a certain number of modules – within the framework of the state training program, and the remaining working time – for engineering and methodical work, or for provision of additional educational services (under the intensive organization of the work of such an Educational Simulation Center).
In addition to the list of competencies, the regulations for each module must specify the maximum number of medical workers studying in the group.
Simulation Training Programs
Simulation training programs should provide for various forms of familiarization with information (lectures, seminars, independent training, distance learning) and other educational activities on the topic of the module (for example, training in a clinic with patients). The simulation training program should be integrated into existing specialist training programs.
The program for each specific specialist will consist of a set of modules, it can be built, like any other, modular program, or according to the mosaic, or according to the linear, or according to the radial principle. Also, several modules can be implemented in a row to implement training on one topic.
Simulation training programs in the system of continuing professional education should be divided into primary and secondary.
Primary programs provide training and certification for certain modules, and repeated programs provide only certification for the same module.
The division of training stages, according to their main goals (acquisition or confirmation of competence), will make it possible to determine in which case the program is implemented as primary, and in which – as repeated.
If a specialist does not pass the certification when passing the repeated program, then he has the right to study according to the module in the mode of the primary program.
Competence confirmation stage in the post-graduate education system is the completion of a simulation course followed by obtaining BPR points.
Formation of simulation training programs should be carried out in accordance with the list of competencies for each specialty.
Classification of types of professional competence
First group
«General»
Competencies required for all categories of medical personnel, as well as for persons without medical training (for example, basic cardiopulmonary resuscitation, desmurgy, first aid in case of injuries, etc.)
Second group
«General medical»
Skills required for all healthcare professionals regardless of specialty (e.g., basic patient care manipulations, physical examination techniques, etc.)
Third group
«Universal»
Skills are required for multiple specialties (eg, all nursing specialties, all surgical, therapeutic, etc.)
Fourth group
«Special»
Skills required within only one specialty (neonatology, surgery, urology, anesthesiology and resuscitation, X-ray endovascular diagnosis and treatment, etc.)
Classification of types of simulation training equipment
The best way to organize a simulation training system is to classify equipment according to seven types of realism:
Visual
Tactile
Reactive
Automatic
Hardware
Interactive
Integrated
News
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