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Abstract
BackgroundMoulages can greatly extend the possibilities of simulation in teaching and assessment. Since moulages that fit an educator’s exact needs are often unavailable commercially, this paper explains how 2-dimensional transfer tattoos can be independently developed, produced, and evaluated.MethodsFrom representative photographs of the specific skin condition an analogue copy of the pathological finding is drawn. Once validated by the medical expert, it can be digitized by scanning and processed using graphics software. The final digital image file is printed onto transfer paper. Once applied and fixed onto the intended wearer, usually a simulated patient, its authenticity can be confirmed, and further transfer tattoos can be produced.ResultsUsing this moulage technique we produced 10 different 2-dimensional transfer tattoos to date, including hematoma, Janeway lesions and splinter nails. These moulages are used in clinical skills training, formative and high-stakes summative assessment in undergraduate medical and nursing programs.ConclusionsBy sharing our development process for 2-dimensional transfer tattoos, health profession educators can produce their own that best fit their local educational needs. Due to their high authenticity and standardization, 2-dimensional transfer tattoos are ideal for use in high-stakes assessment.
Highlights
Moulages can greatly extend the possibilities of simulation in teaching and assessment
Workarounds include the use of simulators, part-task trainers, or material presented as video, audio or photographs
We hope health profession educators can overcome the obstacles in moulage preparation and successfully and independently produce their own that best fit their local educational needs
Summary
Moulages can greatly extend the possibilities of simulation in teaching and assessment. SPs can portray many pathological conditions [1] For those nonportrayable, workarounds include the use of simulators (e.g., delivery), part-task trainers (e.g., rectal exam), or material presented as video (e.g., seizures), audio (e.g., heart murmurs) or photographs (e.g., rashes). Workarounds include the use of simulators (e.g., delivery), part-task trainers (e.g., rectal exam), or material presented as video (e.g., seizures), audio (e.g., heart murmurs) or photographs (e.g., rashes) These all constitute media breaks which can negatively influence the learners’ or examinees’ simulation engagement [2] and threaten the simulation’s validity argument. Moulages allow the depiction of visual findings directly on the SP, rendering the delivery of photographs by the simulation facilitator or clinical examiner redundant. Moulage have been employed to stimulate empathy in learners [16]
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