In 2015, the Simulation Use in Paramedic Education Research (SUPER) study was published, confirming what many of us in EMS education already knew: Simulation is an important part of EMS education.
Simulation is defined as a teaching modality that "creates a situation or environment to allow persons to experience a representation of a real event for the purpose of practice, learning, evaluation, testing or to gain understanding of systems or human actions."
There's a long tradition of using simulation in EMS education, from task trainers and manikins to standardized patient role players.
This new bi-monthly column goes beyond the task trainer or manikin and is dedicated to expanding the purposeful use and understanding about evidence-based EMS simulation practice. Our goal is to help our colleagues overcome barriers to using simulation and expand effective simulation practice by exploring best practices for using this important teaching methodology and modality.
A Daunting Challenge
Integrating simulation is often considered a painstaking process that may utilize more time and resources than typically available. EMS educators are challenged to meet the needs of the organization and their learners without compromising the integrity of the learning experience.