Glossary of terms
[reproduced or adapted form the Australian Society for Simulation in Healthcare (ASSH)]
Synthetic learning environment (SLE)*
An area, used for the purpose of learning and related activities, the latter including research into, assessment and evaluation of learning, which reproduces components or aspects of the real world environment, to support learning
Synthetic learning*
Training undertaken in SLEs
Synthetic learning technologies* include:
Task trainers
Reproduce components of a patient’s anatomy (e.g. arm with peripheral veins, torso with central veins , pelvis with urinary anatomy; pelvis with reproductive anatomy). They are generally used to support training for one or a few discrete procedural skills (e.g. insertion of an intravenous cannula; insertion of a central venous cannula; insertion of a urinary catheter; examination of a non-pregnant or pregnant cervix) enabling a skill to be broken down into its component parts, which the trainee then practices.
Hybrid task trainers
Task trainers used in conjunction with actors so that a procedural task can be practiced while interacting with a simulated patient.
Computer-based virtual reality
A realistic environment is reproduced on a computer display. The user interacts with the computer using instruments similar to those used in real life. Sometimes the realism can be improved by the addition of other sensory inputs, such as tactile (haptic) or auditory feedback.
Haptic virtual reality simulator
Tactile information is fed back to the learner (E.g. feel of surgical instruments on tissue).
Screen-based systems
Interactive learning is conducted via software presented entirely on a computer without the use of hand-held instruments that provide feedback on tissue.
Manikin patient simulator
Life-like aspects of people and situations are generated by a manikin and, or, a “theatrical” interaction of actors and props with manikins.
Actors
Professional and amateur actors reproduce components of real world experience, especially involving communication between health professionals and patients or colleagues.
Standardised patients
Professional and amateur actors behave as if they have specific illnesses for the purposes of learning and assessment. They are trained in order to achieve appropriate realism and to be able to reproduce their symptoms and signs over repeated encounters with students.
Models
People availing themselves to students who study their surface anatomy.
Videos
Used in conjunction with role play and discussion to support vicarious learning.
Read more about learning technologies employed at the SCSSC.
Synthetic learning methods include:
Case-based learning
Written and oral presentations are used to present clinical scenarios but do not involve hands-on learning.
Procedural task training
Learning technologies are used as a platform from which to conduct a clinical procedure. The task may be a simple clinical skill commonly undertaken by a less experienced health professional (e.g. intravenous cannulation); a moderately advanced task usually undertaken by a more experienced health professional (e.g. insertion of central venous catheter; or a complex task generally undertaken by specialist health professional (e.g. abdominal ultrasound examination of a trauma patient or knot tying during abdominal laparoscopy). Task trainers and virtual reality systems are commonly technologies to support procedural task training.
Integrated procedural training (clinical)
Combines a series of discrete tasks that are conducted simultaneously or in sequence to form a complex clinical task (e.g. endotracheal intubation and cervical spine immobilation in a trauma patient).
Integrated procedural training (communication)
Integrates task training with role play (using actors) to enable procedural and communication tasks to be practiced simultaneously.1
Simulation/Scenario-based learning
Highly interactive synthetic learning methods whereby whole events or components of events are enacted and learners interact not only with the patient simulator but also other people in the event (colleagues or patient’s relatives) and the environment (the layout and use of equipment). Key components include:
- the learner interacts with his or her environment (patient, other people and equipment)
- the learning activities enact activities and tasks representative of the learner's real world responsibilities
- the environment resembles the workplace. Depending upon the learning objectives, realism can be built into the equipment, the surrounding environment or the overall integration of equipment, environment and interactions between learners and instructors.2
Role play
A form of simulation/scenario-based learning to enact interactions between health professionals and patients (E.g doctor–patient; nurse-patient) and other Health professionals (E.g. team work).
Debriefing
Facilitated discussion promoting reflection upon recent learning activities. Debriefing is used in many learning methods to some extent and is a hall mark of simulation/scenario-based learning.
Multimodal formats
Programs which integrate two or more discrete methods.
Read more about learning methods employed at the SCSSC.
1. Kneebone, Nestel
2. From Beaubien JM. Baker DP. The use of simulation for training teamwork skills in health care: how low can you go? Quality & Safety in Health Care. 13 Suppl 1:i51-6, 2004 Oct.
