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Variation and adaptation: learning from success in patient safety-oriented simulation training.
Dieckmann, Peter; Patterson, Mary; Lahlou, Saadi; Mesman, Jessica; Nyström, Patrik; Krage, Ralf.
  • Dieckmann P; 1Copenhagen Academy for Medical Education and Simulation (CAMES), Center for Human Resources, Capital Region of Denmark, Herlev Hospital, 25. Floor, Herlev Ringvej 75, DK-2730 Herlev, Denmark.
  • Patterson M; 2Children's National Medical Center, 111 Michigan Ave NW, Washington, DC, 20010 USA.
  • Lahlou S; 3London School of Economics and Political Science, Department of Psychological and Behavioural Science, Houghton Street, London, WC2A 2AE UK.
  • Mesman J; 4Maastricht University, Faculty of Arts and Social Sciences, Grote Gracht 90-92, Maastricht, The Netherlands.
  • Nyström P; 5Patient Safety and Learning Centre, ARCADA University of Applied Sciences, Jan-Magnus Janssons plats 1, Helsinki, Finland.
  • Krage R; 6ADAM Simulation Center, VU University Medical Center, De Boelelaan, 1117 Amsterdam, The Netherlands.
Adv Simul (Lond) ; 2: 21, 2017.
Artigo em Inglês | MEDLINE | ID: mdl-29450022
Simulation is traditionally used to reduce errors and their negative consequences. But according to modern safety theories, this focus overlooks the learning potential of the positive performance, which is much more common than errors. Therefore, a supplementary approach to simulation is needed to unfold its full potential. In our commentary, we describe the learning from success (LFS) approach to simulation and debriefing. Drawing on several theoretical frameworks, we suggest supplementing the widespread deficit-oriented, corrective approach to simulation with an approach that focusses on systematically understanding how good performance is produced in frequent (mundane) simulation scenarios. We advocate to investigate and optimize human activity based on the connected layers of any


the embodied competences of the healthcare professionals, the social and organizational rules that guide their actions, and the material aspects of the setting. We discuss implications of these theoretical perspectives for the design and conduct of simulation scenarios, post-simulation debriefings, and faculty development programs.





Texto completo: Disponível Coleções: Bases de dados internacionais Contexto: AGENDA DE SAÚDE SUSTENTÁVEL PARA AS AMÉRICAS 2030 - ASSA2030 Tema em saúde: Objetivo 3: Recursos humanos em saúde Base de dados: MEDLINE Idioma: Inglês Revista: Adv Simul (Lond) Ano de publicação: 2017 Tipo de documento: Artigo País de afiliação: Dinamarca