Advances in Medical Education and Practice (Mar 2020)
Using High-Fidelity Simulation to Teach Ethics Related Non-Technical Skills: Description of an Innovative Model
Abstract
Issam Tanoubi, L Mihai Georgescu, Arnaud Robitaille, Pierre Drolet, Roger Perron Department of Anesthesiology, Centre d’apprentissage des Attitudes et Habiletés Cliniques (CAAHC), Université de Montréal, Faculty of Medicine, Montreal, Quebec, CanadaCorrespondence: Issam TanoubiMD, MA(Ed), DESAR, Department of Anesthesiology, Centre d’apprentissage des Attitudes et Habiletés Cliniques (CAAHC), Université de Montréal, Faculty of Medicine, Montreal, Quebec, CanadaEmail [email protected]: This article describes a high-fidelity (Hi-Fi) simulation-based innovative educational strategy intended to introduce anesthesiology residents to key ethical considerations and how they apply to their practice. Three Hi-Fi simulation scenarios involving situations with various ethical issues are described with their debriefing objectives and the trainees’ subjective feedback. Three high-fidelity simulation scenarios are described: (a) teaching critical incident disclosure, (b) disclosing and discussing patient awareness during general anesthesia, and (c) would physicians override a do-not-resuscitate (DNR) order if the cause of a cardiac arrest is iatrogenic? We used Hi-Fi simulation in an innovative way to teach these principles of ethics. Simulation, through carefully crafted debriefing, can contribute to the acquisition of essential non-technical ethical skills. How best to integrate simulation in an existent ethics curriculum and how it compares with more traditional teaching methods are questions that need to be addressed.Keywords: high-fidelity simulation, ethics principles education, ethic scenario, debriefing
