The Clinical Simulation Lab consists of three full-body simulators located in two lab spaces with integrated digital video cameras and microphones, plus a 48 seat classroom adjacent to the lab spaces and separated by one-way glass for unobtrusive observation and a sophisticated control room. Two adult simulators and one baby simulator provide an excellent platform for teaching students about complex clinical situations using lifelike examples. The simulated clinical experiences can be digitally recorded, archived, and made accessible to students and faculty via the web, allowing for clinical skills performance evaluation and training. In addition to the clinical experiences Lancaster General College students currently receive at Lancaster General Hospital and surrounding clinical locations, the CSL provides a simulation-based learning environment that will more thoroughly develop their critical thinking skills. Descriptions of our simulators are immediately below.

HUMAN PATIENT SIMULATOR (HPS)
Andy

Designed by Medical Education Technologies, Inc (METI), the Human Patient Simulator (HPS) represents the most technologically advanced simulator for training technicians at every level of healthcare education. A computer model-driven, full-sized mannequin capable of delivering realistic scenarios, the HPS is extremely versatile allowing the instructors to change the scenarios to help perfect the skills of their learners. Measuring approximately 5’ 11” and weighing 75 pounds, the HPS represents an adult patient who’s cardiovascular, pulmonary and other systems respond automatically to user interventions and the environment. The HPS is fully operational in the supine, sitting, lateral and prone positions and includes interchangeable genitalia. The simulated patient speaks, breathes and blinks, has a heartbeat and pulse, and accurately mirrors human responses to numerous procedures including CPR, intubation, ventilation, catheterization and intravenous medication.

Teaching can be approached as an instructional format, where the disease is known ahead of time and student-led treatments are attempted. If the outcome is not favorable, the scenario can be reset and the students can discuss which treatments may produce a better outcome. Results of multiple treatment options can be examined and compared.

Diagnosis can also be taught on the simulator. Students are given a case history and are asked to manage the patient. They are responsible for requesting appropriate tests and monitors, interpreting results and making a diagnosis. Students then manage treatments to improve the patient's condition. These scenarios can be run in real-time or can be slowed down to allow discussion before proceeding.

The HPS software comes with 30 preconfigured patients, each with a complete profile and background summary to assist learners with developing assessment and critical thinking skills. Additionally, instructors can customize a “patient” and isolate critical thinking modules to address student’s needs.

HPS Pulmonary System

Using both physical and mathematical models, the HPS represents a realistic Pulmonary System to achieve an extremely accurate simulation of respiration. Realistically modeled lungs physically consume oxygen and produce carbon dioxide allowing for simulated events such as asthma, pneumothorax, atelectasis and chronic obstructive pulmonary disease (COPD).

The anatomically realistic upper airway provides an excellent platform for training in airway management. Students can practice and perfect techniques such as nasal or oral intubation. Ventilation can be compromised by tongue swelling, laryngospasm or bronchospasm.

Using a wireless microphone, the instructor can simulate patient communication with the student allowing them to gather critical information by asking questions of the simulated patient.

HPS Cardiovascular System

The cardiovascular system allows the simulated patient to generate realistic heart sounds, normal and diseased, a broad range or abnormal ECG’s, and palpable carotid, radial, brachial, femoral, popliteal and pedal pulses. Blood pressure can be measured; cardiac compressions can be performed as well as defibrillation. Accurate cardiovascular response to intravenously injected medications and to volume of IV fluid delivered is displayed on a waveform monitor.

Numerous Advanced Cardiac Life Support System (ALCS) applications are supported by the HPS including hands-on skills acquisition in airway management and ventilation, chest compression and cardiac arrhythmias. Other ACLS applications include the use of defibrillators and transthorasic cardiac pacers.

HPS Trauma Features

Trauma features include reactive eyes that can be set to blink or closed while allowing for manual opening for pupil inspection. Pupils will constrict or dilate automatically in response to changing light stimuli. Other trauma features include Chest Tube Placement, Pericardiocentesis, and Needle Decompression of Tension Pneumothorax. Physical signs of trauma such as bodily injuries, skin burns, blood flow and mucus can be simulated with the use of the Trauma/Disaster Casualty Kit (TDCK).

HPS Pharmacologic System

The HPS responds to about 60 intravenous drugs. A bar-coded syringe is automatically read on injection, which gives the computer the drug name and amount administered. Appropriate physiologic response is then exhibited by the mannequin in real-time.

EMERGENCY CARE SIMULATOR (ECS)
Taylor

Designed by Medical Education Technologies, Inc (METI), the Emergency Care Simulator (ECS) combines the technology of the HPS with added portability. It is a computer model-driven, full-sized mannequin designed specifically to support emergency medicine and responds automatically to user interventions and the environment. The mannequin allows for the physical assessment of various clinical signs coupled with the mathematical models of human physiology and pharmacology.

Offering much of the same technology as the HPS, the ECS optimizes emergency scenarios to expose students to the most complicated and high-risk situations. The technology allows instructors to reinforce critical thinking, clinical reasoning and decrease anxiety creating a more confident health care provider.

BABYSIM
Sammy

Updated 10/16/07