In vivo Simulation-Based Learning for Undergraduate Medical Students: Teaching and Assessment

• Published in: Advances in medical education and practice Vol. 12; pp. 995 - 1002
• Main Authors: Sideris, Michail, Nicolaides, Marios, Jagiello, Jade, Rallis, Kathrine S, Emin, Elif, Theodorou, Efthymia, Hanrahan, John Gerrard, Mallick, Rebecca, Odejinmi, Funlayo, Lymperopoulos, Nikolaos, Papalois, Apostolos, Tsoulfas, George
• Format: Journal Article
• Language: English
• Published: Macclesfield Dove Medical Press Limited 01.01.2021; Taylor & Francis Ltd; Dove; Dove Medical Press
• Subjects: Adaptation; Animals; College students; in vivo simulation based learning; Learning; Medical colleges; Medical personnel; Medical schools; medical simulation; Medical students; Performance evaluation; Review; Simulation; Skills; surgical education; Sutures; Systematic review; Training; United Kingdom
• ISSN: 1179-7258; 1179-7258
• DOI: 10.2147/AMEP.S272185

An increasing emphasis on simulation has become evident in the last three decades following fundamental shifts in the medical profession. Simulation-based learning (SBL) is a wide term that encompasses several means for imitating a skill, attitude, or procedure to train personnel in a safe and adaptive environment. A classic example has been the use of live animal tissue, named in vivo SBL. We aimed to review all published evidence on in vivo SBL for undergraduate medical students; this includes both teaching concepts as well as focused assessment of students on those concepts. We performed a systematic review of published evidence on MEDLINE. We also incorporated evidence from a series of systematic reviews (eviCORE) focused on undergraduate education which have been outputs from our dedicated research network (eMERG). In vivo SBL has been shown to be valuable at undergraduate level and should be considered as a potential educational tool. Strict adherence to 3R (Reduce, Refine, Replace) principles in order to reduce animal tissue usage, should always be the basis of any curriculum. In vivo SBL could potentially grant an extra mile towards medical students' inspiration and aspiration to become safe surgeons; however, it should be optimised and supported by a well-designed curriculum which enhances learning via multi-level fidelity SBL.