gms | German Medical Science

Introduction: Simulation has been widely implemented into under- and postgraduate medical education within the past decades [1]. Simulation technology encompasses computer-based virtual reality, part-task-trainers for the training of technical skills, static manikins, and high-fidelity integrated patient simulators [2]. There are numerous advantages associated with simulation-based medical education (SBME), such as structured, controlled, and risk-free learning, reproducibility of learning experiences, training of routine as well as rare clinical situations, on-demand training, and the combination of cognitive, technical, and behavioural skill acquisition [3]. Therefore, a simulation-based course will be implemented into the study module “Growth and Development” of the human medicine curriculum at the Medical University of Graz.

Methods: An interdisciplinary work group was established in January 2013 and has been charged with designing the course. Definition of teaching contents, course time, and educational objectives, and coordination with current paediatric courses have been identified as integral tasks.

Results: The presented project is an ongoing process. So far, educational objectives of the future course have been defined. Students should learn the structured assessment of infants, common paediatric diseases (e.g. febrile seizure, anaphylaxis, bronchitis), and performance of relevant diagnostic and therapeutic procedures. In addition, the course design has been determined. After a theoretical introduction (lecture) detailing both the diseases and technical characteristics of the infant simulator, students will actively train practical skills and participate in simulated clinical scenarios with subsequent video-assisted debriefings.

Conclusion: SBME results in significant improvements in cognitive, technical, and behavioural skills [2]. Therefore, simulation-based education will be introduced in the paediatrics curriculum of the Medical University of Graz. As the quality of SBME depends on the practical relevance of contents, well-defined learning objectives, sufficient training time, and the expertise and motivation of educators, these factors will be of main interest during the ongoing conceptualization process.