introduction of simulation to the medical students

Ad hoc teams is different from permanent ones since they cannot be trained to work together. The team is formed in short period where the members may not know each other. Members need "portable skills" in many areas below in order to improve safety, efficiency and morale

Crisis resource management in medicine aims to develop the same set of portable skills, and includes teamwork as a component with elements of leadership, cooperate, coordinate and communicate.

Components of teaching simulation for undergraduates:

1. Trained and committed lecturers with exposure to medical simulation

2. Objectives and learning outcome

• Introduction to experiential learning
• ensure all students understand the limitation of the manikin (e.g. unable to show pallor, cyanosis), have an open mind during the session and to treat manikin as they treat their own patients. At the same time don't forget to interact. Allow them familiar with the manikins

3. Have the scenario, which is ususally specific to the environment (icu, operation theatre, ward, emergency room)

• in the end, give the management pathway (in this case may be appropriate to give principles and references
• show their basic clinical skills: accumulation of data from clinical observation, monitors, environment, equipment and lab/radiology and able to analyse them in looking for possible problems

4. The key elements are

• introduction to critical thinking
• Learn how to communicate effectively -verbally and non verbally
• introduction to crisis management principle
• team work

5. Debriefing