| REVIEW ARTICLE |
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| Year : 2022 | Volume
: 11
| Issue : 2 | Page : 95-103 |
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Defining medical simulators for simulation-based education in EUS: Theoretical approach and a narrative review
Morten Bo Søndergaard Svendsen1, Michael Patrick Achiam2
1 CAMES Engineering, Copenhagen Academy for Medical Education and Simulation, Centre for Human Resources and Education, The Capital region of Denmark, Copenhagen, Denmark
2 Department of Surgery and Transplantation, Copenhagen University Hospital Rigshospitalet, Copenhagen, Denmark
Correspondence Address:
Morten Bo Søndergaard Svendsen
CAMES Engineering, København Ø
Denmark
 Source of Support: None, Conflict of Interest: None  | Check |
DOI: 10.4103/EUS-D-21-00123
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Choosing the right simulator for tasks in simulation-based education in medicine will affect the trainees' skills. However, there is a shortage in the vocabularies used for describing medical simulators and the contextual usage of simulators. We propose methods for approaching the task of choosing and defining the simulators needed, regardless of it being an acquisition or development process. It is advocated that efforts are made in defining the simulator's requirements before making any choice in regards to development processes. Multiple advantages are attained by keeping the simulator simple, both educational and development wise. Issues on validating simulators are discussed and highlighted as actions where interprofessional communication is likely to fail. The following conventional terms in medical education are problematic in regard to establishing a clear communication: Virtual reality, fidelity, validation, and simulation. The text is finalized in a short discussion on applying the methods in an EUS/endobronchial ultrasound (EBUS) context. The work is the authors' interpretation of an invitation having the title “Development of EUS and EBUS training models and simulators.”
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