Summary

When it comes to healthcare simulation, there exists a broad spectrum of technology that can be employed – ranging from low-tech manikin-based simulations to sophisticated virtual and augmented reality environments. The level of technology required is closely tied to the specific learning objectives, whether focused on individual procedural skills or complex team-based crisis scenarios. 

A key consideration is striking the right balance between technological capabilities and learner needs. For novice learners, low-fidelity part-task trainers or static models may be more appropriate to avoid cognitive overload. As learners progress, technological fidelity can be increased gradually to match their level of experience and ability to handle complexity. However, excessive realism through technology is not always necessary or desirable if it does not directly contribute to the core learning goals.

Effective healthcare simulation requires seamless integration of different technological components – the simulator itself, the simulation environment/space, and the audiovisual systems employed for recording/debriefing. These components need to complement each other like well-oiled cogs to create an immersive learning experience.

At the same time, overreliance on technology can be limiting. Simulation facilitators must be prepared for technological failures and have creative low-tech alternatives to adapt and continue delivering valuable learning experiences. This may involve tapping into learners’ imagination using everyday objects to recreate cognitive loads rather than solely relying on high-fidelity simulators.

The true power of simulation lies not in the technology itself, but in the ability of skilled facilitators to thoughtfully blend available technological aids with effective instructional design to achieve specific learning objectives. Simulation happens foremost in the minds of participants, with technology playing an enabling but supportive role.

A judicious approach is required, mapping the various dimensions of technological fidelity (equipment, environment, conceptual clarity, psychological realism) to the learner levels and prioritizing only the most relevant aspects. Cost-effectiveness in achieving sustainable, reproducible solutions is also an important consideration.

In essence, technology in healthcare simulation should be viewed as a means to an end rather than an end in itself. The focus must remain on constructing an engaging, psychologically realistic learning experience tailored to the participants’ needs, creatively blending technological aids when required but not becoming enslaved to them. Skilled facilitators who can adapt and innovate when needed are the core drivers of effective simulation-based training.

References

Beaubien JM, Baker DP. The use of simulation for training teamwork skills in health care: how low can you go? Qual Saf Health Care. 2004 Oct;13 Suppl 1(Suppl 1):i51-6. doi: 10.1136/qhc.13.suppl_1.i51. PMID: 15465956; PMCID: PMC1765794.