Poor socioeconomic status is associated with delayed femoral fracture fixation in adolescent patients.
Academic Article
Overview
abstract
Medical students and residents are expected to manage several critical events following training, but they are often ill-equipped to do so because of limited clinical experiences in the diagnosis and management of many such conditions. Simulation-based training can be utilized across multiple medical specialties and is essential to every didactic curriculum to model critical events. One of the tenets of healthcare education is to develop teaching and evaluation techniques that allow instructors to gauge a trainee’s performance in settings that reflect clinical practice. Standardized patients (SPs) have often been utilized to assess the history and physical examination skills for medical students and graduate physicians. Unfortunately, critical care events are not easily reproducible, employing SPs. Simulation exercises are an ideal method to recreate complex crisis situations both in the operating room and the critical care environment. Simulation provides a realistic setting in which to conduct high-fidelity scenarios that are realistic, reproducible over time and eliminate threats to patient safety. Due to the recognition of its effectiveness, and healthcare’s continued emphasis on patient safety, simulation has become more prevalent over the last two decades. The Institute of Medicine’s report “To Err is Human” underscored preventable deaths related to medical errors, leading to an increased focus on training modalities that emphasize patient safety and minimize patient harm. Regrettably, the mandatory implementation of clinical duty hour reduction to minimize the fatigue-mediated risk of medical errors has resulted in fewer procedural opportunities. Due to the circumstances mentioned above, simulation provides an excellent opportunity to fill gaps in residency training while minimizing patient risk.
