Medical simulation

Medical simulation, or more broadly, healthcare simulation, is a branch of simulation related to education and training in medical fields of various industries. Simulations can be held in the classroom, in situational environments, or in spaces built for simulation practice, it can involve simulated human patients - artificial, human or a combination of the two, educational documents with detailed simulated animations, casualty assessment in homeland security and military situations, emergency response, support virtual health functions with holographic simulation. In the past, its main purpose was to train medical professionals to reduce error during surgery, crisis interventions, general practice. Combined with methods in debriefing, it is now used to train students in anatomy and communication during their schooling. Modern day simulation for training was first utilized by anesthesia physicians in order to reduce accidents; when simulation skyrocketed in popularity during the 1930s due to the invention of the Link Trainer for flight and military applications, many different field experts attempted to adapt simulation to their own needs.

Due to limitations in technology and overall medical knowledge to a specific degree at the time, medical simulation did not take off as acceptable training until much later. When the sheer cost effectiveness and training of which simulation was capable surfaced during extensive military use, hardware/software technology increased exponentially, medical standards were established, medical simulation became possible and affordable, although it remained un-standardized, not accepted by the larger medical community. By the 1980s software simulations became available. With the help of a UCSD School of Medicine student, Computer Gaming World reported that Surgeon for the Apple Macintosh accurately simulated operating on an aortic aneurysm. Others followed, such as Death. In 2004, the Society for Simulation in Healthcare formed to assist in collaboration between associations interested in medical simulation in healthcare; the need for a "uniform mechanism to educate and certify simulation instructors for the health care profession" was recognized by McGaghie et al. in their critical review of simulation-based medical education research.

In 2012 the SSH piloted two new certifications to provide recognition to educators in an effort to meet this need. The American Board of Emergency Medicine employs the use of medical simulation technology in order to judge students by using "patient scenarios" during oral board examinations. However, these forms of simulation are a far cry from high fidelity models that have surfaced since the 1990s. Due to the fact that computer simulation technology is still new with regard to flight and military simulators, there is still much research to be done about the best way to approach medical training through simulation, which remains un-standardized although much more universally accepted and embraced by the medical community; that said, successful strides are being made in terms of medical training. Although amount of studies have shown that students engaged in medical simulation training have overall higher scores and retention rates than those trained through traditional means; the Council of Residency Directors has established the following recommendations for simulation Simulation is a useful tool for training residents and in ascertaining competency.

The core competencies most conducive to simulation-based training are patient care, interpersonal skills, systems based practice. It is appropriate for performance assessment but there is a scarcity of evidence that supports the validity of simulation in the use for promotion or certification. There is a need for definition in using simulation to evaluate performance. Scenarios and tools should be formatted and standardized such that EM educators can use the data and count on it for reproducibility and validity; the Association of Surgeons in Training has produced recommendations for the introduction and role of simulation in surgical training The two main types of medical institutions that train people through medical simulations are medical schools and teaching hospitals. According to survey results from the Association of American Medical Colleges, simulation content taught at medical schools spans all four years of study. Internal medicine, emergency medicine, obstetrics / gynecology, pediatrics and anesthesiology are the most common areas taught in medical schools and hospitals.

The AAMC reported that there were six main types of simulation centers - facility location, decentralized, mobile units, other or a small mixture of centralized & decentralized and centralized & mobile. Most CSSC are owned by the facilities, 84% for medical schools and 90% for teaching hospitals, the majority of simulation centers where housed in a centralized location, 77% for medical schools and 59% for teaching hospitals. Common medical school CSSC locations contain rooms for debriefs training/scenario, exam /standardized patient rooms, partial task trainer, observation area, control room and storage. On average a medical schools CSSC can have around 27 rooms dedicated to training with simulations. A medical simulation centre is an educational centre in a clinical setting; the key elements in the design of a simulation center are building room usage and technology. For learners to suspend disbelief during simulation scenarios, it is important to create a realistic environment, it may include incorporating aspects of the environment not essential in simula

Thomas Ulrich

Thomas Ulrich is a German former professional boxer who competed from 1997 to 2012. He challenged twice for a light-heavyweight world title: the WBC title in 2005, the WBO/lineal titles in 2006, he held the European light-heavyweight title three times from 2002 to 2008. As an amateur, he won a bronze medal at the 1996 Olympics in the light-heavyweight division. Ulrich was the German Light Heavyweight Champion 1994. Ulrich won the light heavyweight bronze medal at the 1996 Summer Olympics, just like he did a year before at the 1995 World Amateur Boxing Championships in Berlin. 1992 2nd place as a Middleweight at the Junior World Championships in Montreal, Canada. Results were: Defeated Jae-Yeul Uk RSC-3 Defeated Willard Lewis RSCI-2 Lost to Islam Arsangaliev RSC-1 1995 3rd place as a Light Heavyweight at the World Championships in Berlin, Germany. Results were: Defeated Yevgeny Makarenko PTS Defeated Mohammed Benguesmia PTS Defeated Timur Ibragimov WO Lost to Diosvani Vega PTS 1995 2nd place at the Military World Championships in Rome, Italy.

Results were: Defeated Um RSC-1 Defeated Sergey Krupenich PTS Lost to Pietro Aurino PTS 1996 competed at the European Championships in Vejle, Denmark. Results were: Defeated Zoltán Béres RSC-1 Lost to Yusuf Öztürk PTS 1996 Representing Germany, Ulrich won the Bronze Medal as a Light Heavyweight at the Atlanta Olympics. Results were: Defeated Rick Timperi PTS Defeated Ismael Kone PTS Defeated Daniel Bispo PTS Lost to Lee Seung-Bae PTS Ulrich turned pro 1997 and began his career 20-0 before getting stopped in the 6th round by future titlist Glen Johnson, he won his next eight bouts, setting up a shot at WBC Light Heavyweight Title holder Tomasz Adamek in 2005. Adamek won via 6th-round KO. In 2006, Ulrich lost a decision. News and Pictures of Thomas Ulrich Professional boxing record for Thomas Ulrich from BoxRec