THE dawn of the 21st century brought along with it numerous challenges to the future of healthcare education in Malaysia and the rest of the world.
The most unexpected and disruptive challenge is the arrival of Covid-19 pandemic early this year. The traditional mode of face-to-face teaching of healthcare professional students inevitably evolved into online and modified clinical simulation teaching, depending on the different phases of the Movement Control Order.
Thankfully, the advancement in technology, especially in healthcare-related education and the knowledge and expertise in clinical simulation, has made it possible for educators and students worldwide to embrace the challenges created by the "new norms in education" during the pandemic.
The effectiveness of clinical teaching involving real patients is enhanced by the utilisation of clinical simulation facility and programmes which focus on patient safety. Simulation in healthcare education allows students to prepare themselves during the pre-clinical and clinical years to work with patients in the future. There are three main factors for this.
First, simulation activities allow students to participate in clinical procedures which they cannot perform on real patients due to safety, human rights and legal reasons. These procedures, however, will eventually need to be performed on real patients safely and competently when they become licensed doctors to produce good outcome of care and avoid any medico-legal law suits.
Second, clinical simulation experiences allow students to acquire not only technical skills but also non-technical skills. Research has shown that simulation experiences enhanced students learning, improved performance of clinical procedures and direct improvement of clinical outcomes.
Research has also shown that simulation is a reliable tool for assessing learners and for teaching topics such as teamwork and communication.
Third, clinical simulation facility is a safe and controlled environment, where novices (students) have the opportunity to learn how to use high fidelity simulation devices. This is an important learning ground as even if mistakes are made no one is harmed.
And a lot of learning from mistakes takes place so that these future doctors will not harm their patients. Such learning will enhance patient safety, which is paramount in healthcare services.
Prioritising patient safety in healthcare services will strengthen public trust and confidence in the healthcare system.
Given the indispensability of simulation in teaching and learning in healthcare, and the fact that Covid-19 may be with us for some time and possible similar future disruptions, here are some suggestions that the government, healthcare educators and institutions of higher learning can institute to further the simulation agenda.
First, healthcare educators need to include in the simulation curriculum the importance of effective teamwork and communication in the provision of healthcare. These are the keys to good and consistent outcome of patient care.
Team dynamic involves the understanding of the chain of command and at the same time, respecting team members' strengths and limitations. A well coordinated team dynamic will encourage every team member to put the interest of the patient first, avoid medical errors and thus, ensure good outcome of patient care.
Second, medical teaching institutions would need to commit significant financial investment to train educators and set up world-class clinical-skills laboratories that are equipped with state-of-the-art high-tech simulation facilities.
The simulation facility will create a competitive advantage, attract potential healthcare professional students and support a sustainable long-term investment.
Third, the government should facilitate such investments by making high-fidelity equipment easily available through, among others, reducing import taxes, price control and fast-tracking procurement processes.
We cannot deny the central role of the government and institutions of higher learning in education. Their active involvement will ensure accessible, relevant and high-quality learning experiences and opportunities for all students.
The writer is associate professor and director of Clinical Skills Centre, AIMST University