The Evolution of High‐fidelity Patient Simulation in Medical Education: A Literature Review

Abstract

INTRODUCTIONThe use of patient simulation in healthcare education is extensive. This literature review identified and discussed the origins and current state of high‐fidelity patient simulation (HFPS) in medical education.AIMThe aim of this research was to piece together a comprehensive history of clinical simulation and to compile results from past and present HFPS investigations in order to develop evidence‐based recommendations for best practices when incorporating HFPS into medical curricula.METHODSData was obtained from an iterative review of historical literature, primary resources and references, as well as personal communication with authors of articles and texts related to the clinical application of simulation. Databases consulted included PubMed, Web of Science, ERIC, ProQuest Dissertations & Theses, EBSCOhost, Google Scholar, and the Indiana University library archive collections. As human subjects were not directly involved in this study, ethical approval was not applicable.RESULTSOver 110 different sources were reviewed and synthesized for data regarding the history, fidelity, advantages, challenges, and learning theories associated with HFPS in medical education. A review of current clinical HFPS research is organized by discipline and includes undergraduate medical education, continuing medical education, nursing education, and undergraduate pre‐professional education.DISCUSSION AND CONCLUSIONThis review spanned historical applications of clinical simulation dating back to Mesopotamia between the fourth and first millennia BCE and concludes with a review of computer‐controlled high‐fidelity simulators available today to train healthcare providers. Recommendations based on the literature include: formally integrating HFPS throughout the medical curriculum; providing authentic interprofessional education (IPE) opportunities for medical and other allied health professionals to develop essential team skills; and investing in the initial and continued training for those delivering the simulated experience and post‐simulation debrief.