Critical Care Simulation

ealth care providers continue to look for ways to prevent devastating edical errors that the Institute of Medicine has estimated contributes to pproximately 98,000 deaths per year in the USA. The incidence of ntensive care unit (ICU) medication errors ranges from 3% to 27% epending on the definition and study design. Conventional didactic eaching alone has not been shown to reduce fatal medical mistakes. eaders in critical care have begun to adopt innovative ways such as imulation to educate providers in an attempt to further reduce ICUelated medical errors. Simulation is defined as “the imitative representation of the functioning f one system or process by means of the functioning of another.” Often imes, critical care staff must make timely, effective decisions during mergency situations. However, real-life emergency events may not ccur with the required frequency for appropriate training. Simulation is vehicle by which a variety of clinical situations and uncommon henomenon can be presented to a large group of providers to enhance the ndividual and group experience. This style of training may transform the see one, do one, teach one” dogma into a process that focuses on rehearsal, repetition, and reaction within a master-apprentice atmophere.” Simulation (life-size mannequins and equipment used to aproximate reality as 1 example) can foster a multidisciplinary approach to ritical learning without risking harm to patients. This essay discusses the ngoing development of simulation training in critical care, the early esearch supporting its role in education and outcomes, and the future asks of simulation in the ICU. The recent reduction in resident work hours mandated by the Accredtation Council of Graduate Medical Education coupled with the Institute f Medicine’s recommendation to establish multidisciplinary training via imulation has paved the way for an increase in the development of