Ultrasound-Guided Pericardiocentesis Simulator
Description: Synthetic model of torso for needle insertion under ultrasound guidance.
Category: Task trainer
Manufacturer: Kyoto Kagaku
Procedural/gestural skills
The specific learning outcomes, i.e. those operational (gestural skills that involve muscle memory) and cognitive (clinical reasoning and diagnostic problem-solving) and social skills (interpersonal skills that enable individuals to interact effectively with others) that the learners will acquire or on which they will be able to reflect through the use of the simualtion device
Cognitive abilities/clinical reasoning
The specific learning outcomes, i.e. those operational (gestural skills that involve muscle memory) and cognitive (clinical reasoning and diagnostic problem-solving) and social skills (interpersonal skills that enable individuals to interact effectively with others) that the learners will acquire or on which they will be able to reflect through the use of the simulation device
Relational/social skills
The specific learning outcomes, i.e. those operational (gestural skills that involve muscle memory) and cognitive (clinical reasoning and diagnostic problem-solving) and social skills (interpersonal skills that enable individuals to interact effectively with others) that the learners will acquire or on which they will be able to reflect through the use of the simulation device
Target Audience
The level of experience of the participants, for which the device is more appropriate
Disciplines
The disciplinary scope for which the simulator finds possible applicationAnaesthesiology, Cardiology, Cardiothoracic Surgery, Emergency Medicine, Internal Medicine, Thoracic Surgery
Educational Setting
The didactic environment or context in which the simulator can be used effectively
Type of Training
Whether the device is more effective for the development of skills and knowledge for a single learner or the collective performance of a group working together
SIMZONE
It refers to a system of organization for simulation-based learning [Roussin & Weinstock, Acad Med. 2017 Aug;92(8):1114-1120]. Simulations are divided into four zones (Zones 0–3). Zone 0 simulations include autofeedback exercises typically practiced by solitary learners. Zone 1 simulations include hands-on instruction of foundational clinical skills. Zone 2 simulations include acute situational instruction, such as clinical mock codes. Zone 3 simulations involve authentic, native teams of participants and facilitate team and system development.
ZONE
1
Foundational Instruction
Fidelity
Physical (or environmental) fidelity is linked to the properties, fabrication of the simulation tool, for example, a manikin that breathes through an electromechanical system
Physical
Conceptual fidelity ensures that all elements of the scenario or case are realistically related to each other so that the patient makes sense as a whole to the learner(s). The conceptual modality implies 'if-then' relationships like 'If there is significant bleeding, then blood pressure will decrease'.
Conceptual
Required familiarization
It refers to the process by which facilitator/instructor become accustomed to the simulation device and procedures (i.e. how to use the controls of the simulation device) before the actual training or assessment begins
It refers to the process by which learner(s) become accustomed to the simulation device and procedures before the actual training or assessment begins (i.e. if the manikin is capable of simulating different breath sounds or heart sounds, learners need to know where to place the stethoscope for correct auscultation; or for virtual simulations, how to manipulate a simulated endoscope in an endoscopy simulator)
Single-user vs Multi-user
The capability to accommodate the number of users or participants simultaneously
Required replacements
Require replacement parts after extended use, or if a part becomes damaged or is subject to wear and tear (i.e. replaceable skin pads for practicing injections or sutures)
Feedback type
It refers to the ability of the simulator to record data about the learner's actions and the simulated patient's responses and to generate reports or logs that can be reviewed during and/or after the simulation. The data can provide detailed feedback about what actions were taken, how long they took, what the outcomes were, and where there might be room for improvement. The data can be immediately available and understadable for the learner(s) or may need to be provided to the facilitator/instructor and need interpretation
NONE
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- Educational: How well does it meet your training objectives?
- Operational: Was it user-friendly and efficient to set up?
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