Technology, education and trainingClinical simulation: measuring the efficacy of trainingMurray, David Author Information Department of Anesthesiology, Washington University Clinical Simulation Center, Eashington University School of Medicine, St Louis, Missouri, USA Correspondence to David Murray MD, Professor, Department of Anesthesiology, Director, Washington University Clinical Simulation Center, Box 8054, 660 S Euclid Avenue, Washington University School of Medicine, St Louis, MI 63110, USA Tel: +1 314 454 6215; fax: +1 314 454 2296; e-mail: [email protected] Current Opinion in Anaesthesiology: December 2005 - Volume 18 - Issue 6 - p 645-648 doi: 10.1097/01.aco.0000188419.77140.1a Buy Metrics Abstract Purpose of review Simulation is frequently cited as the ideal method to improve the training of health care professionals. Studies from specialties such as anesthesia and intensive care report that life-sized mannequins reliably measure acute care skills. Task trainers, such as laparoscopic simulators, effectively improve participants' ability to perform minimally invasive surgery. This review will chart the progress made in defining the role of simulation training in medical education. Recent findings Trainees who use high-fidelity task trainers (such as the laparoscopic simulators) avoided complications and errors associated with inexperience when compared with peers. Residents' skill in managing acute events can be objectively and reliably measured in a simulation laboratory. Summary Task trainers are recommended for training physicians for a number of minimally invasive procedures. Life-sized mannequins can be used to train residents to manage a range of critical events in a simulated setting. These exercises train residents to conduct a sequential, logical examination, perform various tasks, interpret clinical findings and use clinical reasoning to resolve the simulated crisis. © 2005 Lippincott Williams & Wilkins, Inc.