TY - CHAP M1 - Book, Section TI - Skills and Simulation A1 - E. Seymour, Neal A1 - M. Pugh, Carla A2 - Brunicardi, F. Charles A2 - Andersen, Dana K. A2 - Billiar, Timothy R. A2 - Dunn, David L. A2 - Kao, Lillian S. A2 - Hunter, John G. A2 - Matthews, Jeffrey B. A2 - Pollock, Raphael E. PY - 2019 T2 - Schwartz's Principles of Surgery, 11e AB - Key Points Learning basic skills at the point of care imposes inefficiencies that might very well endanger support for the education mission. In 2006, the Accreditation Council for Graduate Medical Education Residency Review Committee for Surgery instituted a formal requirement for simulation training in surgical residency. Procedural skills training in a simulated environment has been shown to transfer to the real-life clinical setting. Early studies of virtual reality training using both proficiency-based and non–proficiency-based training methods showed it to be an effective means of improving laparoscopic skill both in the lab and in the operating room compared to non–virtual reality trained controls. Use of proficiency-based training in the context of a larger curriculum appears to be the best way to achieve good training results irrespective of the training platform used. When assessing simulator validity, researchers have noted that the use of robotic surgery simulators does translate to the clinical environment and the learning curve for initial console training for surgeons is significantly decreased. Simulation training for communication and other teamwork-pertinent nontechnical skills requires learners to be embedded in realistic scenarios pertinent to a healthcare team’s actual clinical responsibilities. Simulation technology allows trainees the opportunity to execute a variety of tasks and procedures while also experiencing the cognitive demands of surgery, including error correction and surgical planning decisions. The immediate future of simulation in surgery will likely see expanded use of proficiency-based training given the consistent demonstrations of effectiveness in improving surgeon skills and improved educational outcomes as measured in clinical settings. Advances in wearables, motion tracking, and sensor technologies allow for a wide variety of hybrid and augmented experiences in simulation as well as extensive opportunities for the development of new performance metrics. SN - PB - McGraw-Hill Education CY - New York, NY Y2 - 2024/03/29 UR - accessmedicine.mhmedical.com/content.aspx?aid=1164322113 ER -