© Springer International Publishing AG 2018 229
T.S. Köhler, B. Schwartz (eds.), Surgeons as Educators,
https://doi.org/10.1007/978-3-319-64728-9_13
Y.A. Noureldin, MD, MSc, PhD
WWAMI Institute for Simulation in Healthcare (WISH), University of Washington,
Seattle, WA, USA
Urology Department, Benha University, Benha, Egypt
e-mail: [email protected]
R.M. Sweet, MD, FACS (*)
UW Medicine, Department of Urology, University of Washington, Seattle, WA, USA
WWAMI Institute for Simulation in Healthcare (WISH), University of Washington,
Seattle, WA, USA
e-mail: [email protected]
13
Modern Theory for Development
of Simulators for Surgical Education
Yasser A. Noureldin and Robert M. Sweet
Introduction
Over the past few decades, different types of simulators have been introduced and
assessed for validity evidence for surgical training and assessment [ 1 – 3 ]. However,
the lack of a standardized process for simulator design and development has led to
a mismatch between the needs of surgeons and the products available. While tech-
nological gaps in anatomic, physiologic, and tissue fidelity were obvious, there
lacked a systematic way of addressing these issues. Each simulation laboratory or
company used its own process in isolation. This was reflected in the heterogeneity
of the usability, robustness, effectiveness, and applicability of available simulation
systems for medical/surgical education. In parallel, the American College of
Surgeons-Accredited Education Institutes (ACS-AEI) were rapidly spreading all
over the world, and simulators were becoming an integral part of the medical and
surgical training curricula. This expanded upon the demand for effective, usable
simulation systems to be developed.
In this chapter, a modern theory for a standardized process for design and devel-
opment of simulators used for medical/surgical education is presented and dis-
cussed. This theory depends on the concept of “backward design” as part of the
Understanding by Design® Framework (UbD™) which was introduced by Wiggins,