Simulation facilitates experiential and reflective learning in a safe, mistake-forgiving environment. By utilizing feedback and post-simulation debriefing, a central vehicle for reflective learning, simulation provides an objective, reproducible, standardized learning experience. Simulation offers a proven methodology to attract learners and accelerate proficiency.

Simulation offers a trajectory of learning experiences that range from task training for individuals learners to crew resource management with multidisciplinary teams in complex clinical scenarios. The goal of the Simulation Center at DHMC is to focus learning experiences linked to clinical needs.

Traditional learning in healthcare is accomplished through hyper-vigilant supervision of novices in actual patient care settings (apprentice model) where in contrast, simulation-based medical education provides a controlled or simulated environment to imitate a real-life patient care setting where learners can practice and master skills without putting patients at risk.

The DHMC Simulation Center uses three primary types of simulation: actors that portray standardized patients, full-sized patient mannequins and task trainers.

Human Patient Simulator™

Meet Stan (Standard Man), the Man who saves more lives.

	Roll your mouse over Stan to see some of his key features. — Photo courtesy of METI. At every level of patient care, hands-on experience is the best teacher. The Human Patient Simulator (HPS) – a computer-model-driven, full-sized mannequin – delivers that experience in true-to-life scenarios that swiftly change to meet instructors’ goals. The ultra sophisticated and highly versatile HPS blinks, speaks and breathes, has a heartbeat and a pulse, and accurately mirrors human responses to such procedures as CPR, intravenous medication, intubation, ventilation, and catheterization. How is this possible? Through a painstaking marriage of “high touch” with “high tech,” this dramatically functional mannequin exhibits clinical signals so lifelike that students have been known to cry when it “dies.” Add to this a profound array of intricately programmed systems – cardiovascular, pulmonary, pharmacological, metabolic, genitourinary (male and female), and neurological – and you have an easily controlled teaching laboratory where students can practice again and again, until the highest-quality patient care becomes second nature.