University of Virginia Simulation Center


Cat, do you want to
flush the catheters? [INTERPOSING VOICES] I work closely with every
single medical student here. They come in four
to six at a time. A lot of simulation. A lot of time in the
OR, and then watching them just love to
learn is probably why I love the most about it. Having them take that
away as lifelong learners, and being inquisitive,
and curious. When we’re thrown into
a clinical situation, another part of the
brain starts to work, because it is new to us. And we have to relate it to that
previously acquired knowledge. And so, we are actually
exercising different parts of our brain, when
we’re taking care of a patient in this
deliberate practice setting. And then later on, clinically. I think our students would tell
you that they love coming here. They almost always get
something big out of it. I don’t mean just
one experience, but to get a chance
to think about the way they’re going to
be as physicians. There’s a lot of meta-cognition
that goes down here. We really, in the
debriefing, try not to think about
a particular case. We try to generalize
it to how we’re going to take care of
cases in the future, and how do we think
a certain way that was not helpful to
the patient, how do we avoid that in the future? Sir, how are you doing? Sir. Is he breathing? He’s breathing, but
not on the right. It’s a lot different,
taking a standardized test than it is to have a
patient present to you with asynchronous data,
urgent circumstances. The pressure of
everything around you. And then, to try to
make a disciplined process of a decision. And we like our students
getting that early on. After a simulation, we are in
literally a different state of mind. And properly guided,
a group can really sort out with genuine
honesty what has happened, and work towards really
being better the next time. And it’s an astounding
thing to watch people let their defenses down
in favor of really becoming better doctors. It’s humbling to see. And it’s very hard to get
to that emotional state without the simulation. I mean, that’s
what gets us there. But then the real
harvest of that is to be able to
talk very sincerely. And people change the way
they think of practice. And this has been demonstrated
in the literature, it is incredibly effective
in terms of getting people to change behavior. I think this is a
foot in the door of helping students understand
the best way to learn. [MUSIC PLAYING]

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