Anesthesiology National CME Program and ASA Activities in Simulation
Section snippets
ASA workgroup on simulation education headed by Michael A. Olympio
Simulation became a regular topic at meetings of the Society for Education in Anesthesia (SEA) and the Society for Technology in Anesthesia (STA) by the late 1990s. In 2002, at a meeting in Orlando Florida, the ASA held its first full-scale simulation-based workshop. In 2004, the ASA formally began the process of delineating opportunities for anesthesiologists to obtain quality continuing medical education (CME) credit in a simulation-based environment by creating an ad-hoc Workgroup on
ASA Committee on Simulation Education headed by Randy Steadman
At the 2006 meeting of the ASA in Chicago, the ASA House of Delegates formally sanctioned the formation of the new ASA Committee on Simulation Education, based on the recommendation of the ASA Workgroup on Simulation Education. Randy Steadman was appointed chair of this new committee. Members were appointed from a list of qualified volunteers to serve as part of the committee assigned to initiate ASA-endorsed courses throughout the United States (see Table 1). To ensure that endorsed programs
Related and concurrent events
Several other groups and organizations are also engaged in developing simulation-based education and assessment. Spawned from simulation interest groups within anesthesiology, the Society for Simulation in Healthcare has evolved into a multidisciplinary, multispecialty, international organization dedicated to the advancement of all types of simulation-based education and advances in health care [32]. Another group, Advanced Initiatives in Medical Simulation, has taken on the task of lobbying
Summary
With simulation-based education expanding at a rapid, almost frenetic pace, it is difficult to predict the future of such education. Ultimately, the underlying purpose is to approach learning and testing in an environment that is similar to actual practice. It is hoped that this approach will more accurately guide and predict behavior in actual practice, but this has not actually been proven. Demonstrating that one can perform well in a simulated environment does not guarantee that one will
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