Titlebook: ComprehensiveHealthcare Simulation: Anesthesiology; Bryan Mahoney,Rebecca D. Minehart,May C. M. Pian-S Book 2020 Springer Nature Switzerla

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Leadership and Endorsementt decade. This chapter explores the leadership of anesthesiologists in patient safety, particularly in creating this critical tool. Educational theories that underlie effective simulation programs are described as driving forces behind the advancement of simulation in medical education. The chapter

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Standardized Patientseir use remains somewhat limited. It may be prudent to consider increasing the focused use of SPs (and standardized providers) for educating and assessing anesthesiology providers on difficult conversations such as apology and disclosure, informed consent, and conflict in the perioperative setting,

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Computer- and Web-Based Simulators and Virtual Environmentsthesiologist. With the invention of the computer and cost-effective creation of computer-based simulations, primary education of the anesthesiology student now involves digital lectures, online lecture materials, videos, and realistic simulation. The pioneers of medical simulation arose from the fie

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Graduate Medical Education education in anesthesiology, the test kitchen for many simulation training pioneers. The ACGME Anesthesiology RRC formalized this role in 2011 by creating a mandate for simulation-based training in anesthesiology residency training. This mandate comes at the same time that the ACGME has charged ane

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Faculty and Allied Health Providersy, anesthesiologists have been recognized for leading the way in furthering patient safety initiatives. In line with the field’s notable reputation, practitioners have embraced simulation technology as a tool for developing a new generation of anesthesiology professionals. The challenges found in pr

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