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As evidenced by their endorsement by many of the international bodies and medical schools, it is universally accepted that clinical skills constitute an essential learning outcome. The new curricula stress the importance of proficiency in several clinical skills by medical graduates rather than mere acquisition of knowledge. Though it is expected that such medical errors occur in Saudi Arabia, there are no studies on their extent in Saudi hospitals.Ĭalls for a change in the instructional methods have resulted in innovative medical curricula.
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The annual cost attributable to all adverse drug events and preventable adverse drug events for a 700-bed American teaching hospital was estimated by one study as $5.6 million and $2.8 million repectively. Medical errors also contribute to the cost of medical care throughout the world. They found that injuries from adverse events occurred in 3.7% of hospital admissions, 27.6% of which were due to negligence and in which 13.6% led to death.
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Another important finding came from the Harvard Medical Practice Study 1, in which the authors reviewed over 30,000 randomly selected hospital records at New York State in 1984 as part of an interdisciplinary study of medical injury and malpractice litigation. “To Err Is Human”, a landmark report released by the Institute of Medicine (IOM) in 1999 estimated that medical errors cause injury to approximately 3% of hospital patients and results in a minimum of 44,000 and perhaps as many as 98,000 deaths per year in the United States. One of the reasons for the changes is concern for the patient's safety. Medical education has undergone significant changes all over the world. The objective of this narrative review article is to highlight the importance of simulation as a new teaching method in undergraduate and postgraduate education. It has also been found to have many advantages that can improve patient safety and reduce health care costs through the improvement of the medical provider's competencies. Medical simulation has been found to enhance clinical competence at the undergraduate and postgraduate levels. However, it is cost-effective if utilized properly. There are different types and classification of simulators and their cost vary according to the degree of their resemblance to the reality, or ‘fidelity’. A trainee can make mistakes and learn from them without the fear of harming the patient. Simulation tools serve as an alternative to real patients. Medical simulation allows the acquisition of clinical skills through deliberate practice rather than an apprentice style of learning. Although medical simulation is relatively new, simulation has been used for a long time in other high risk professions such as aviation. Simulation based medical education is defined as any educational activity that utilizes simulation aides to replicate clinical scenarios. Simulation is a generic term that refers to an artificial representation of a real world process to achieve educational goals through experiential learning. One of the most important steps in curriculum development is the introduction of simulation- based medical teaching and learning.