Practica continua: Connecting and combining simulation modalities for integrated teaching, learning and assessment

Abstract

Simulation modalities are generally used independently of one another, largely due to physical and operational limitations to integration. Recent developments are enabling simulators and simulation environments to progress beyond single intervention models towards integrated continua of simulation. Moving to greater integration can improve contextualisation, better management of the transition from individual simulation to clinical practice, and provide wider opportunities to synthesise skills and approaches to practice. Simulation integration may involve experiential, modelling, technical, narrative, and evaluation dimensions; it includes both direct actions and activities, and technical and systems designs. The work in developing these integration continua is ongoing and takes many forms in many places. The framework of ‘practica continua’ proposed in this article links theoretical approaches and practical examples of integrated uses of simulation in education.

Additional information

Notes on contributors

Rachel H. Ellaway

RACHEL H. ELLAWAY, PhD, is an Assistant Dean and Associate Professor of Education Informatics at the Northern Ontario School of Medicine in Canada and a Visiting Professor at St Georges, University of London, UK.

Roger Kneebone

ROGER L. KNEEBONE, MBChB, PhD, FRCS, FRCGP, is a Reader in Surgical Education in the Division of Surgery, Oncology, Reproductive Biology and Anaesthetics at Imperial College, University of London, UK.

Kevin Lachapelle

KEVIN LACHAPELLE, MD, FRCPSC, FACS, is the Director of the Medical Simulation Centre at McGill University in Montréal, Canada.

David Topps

DAVID TOPPS, MBChB, MRCGP, FCFP, is an Associate Professor and Director of Clinical Informatics at the Northern Ontario School of Medicine in Canada.