‘Simulation Discomfiters’ – The Anti-Champions Who Frustrate Our Programs

healthcare egos

I looked up the definition of champion today. Words like “supporter”, “booster”, “friend”, “hero”, and “superstar” were among my favorites — and all words I feel when I think of the thousands of simulation champions I have met over the past many years. Below these great words I saw the antonyms of champion, which included words like “trivial”, “worst”, “least” and “discomfit”.

Discomfit was a word I had never heard before. It means “1. to make uneasy, confused, or embarrassed 2. to frustrate the plans or purpose of”. A discomfiter, therefore, is a person who makes things difficult, confusing, and embarrassing while frustrating the plans and purposes of a team.

On various occasions I have directly witnessed one individual’s ego take down an entire healthcare simulation program. As a community builder in our field of simulation, I have had countless phone calls with champions from around the world who share their grief and frustration over the constant roadblocking by another member of their team — a discomfiter who is usually set in their ways unable to truly adopt the change required for technical and learning innovation to occur. Whether its spreading rumors, continually demanding attention, discrediting and threatening others, or just ignoring contributions — these discomfiters do exist. Sadly, sometimes a discomfiter’s constant complaining and negative energy succeeds and they get their way which leads to the eviction of champions and the reduction of simulation.

Usually within three to six months after such a tragic event, I learn from the champion that the simulation program has suffered a great deal – with learning outcomes and operational efficiency diminishing sometimes down to nothing. Literally, a single personnel change and within six months a robust simulation program with huge learner impacts turns into wasted equipment, spaces, and time.

For some of us in smaller programs we are the entire simulation team. I’m sure you’ve wondered what would happen if you needed to find work elsewhere — but has your administration? How much knowledge and expertise walks out the door with you — especially when you do not have the opportunity to train your replacement.

Dr. Val Gokenbach, Professor for American Sentinel University in the DNP, MSN and BSN programs, wrote an article for NurseTogether.com called Lose the Ego Nurses, It’s Not About You“. In her article Dr. Gokenbach shares that “as an administrator for over 35 years in healthcare organizations, I have seen ego destroy individuals, ruin reputations, hinder personal growth and success”. (Nursing is just one example of where unchecked egos and unprofessional communication can cause problems, but such challenges exist throughout healthcare including patient vs doctor, nurse vs doctor, and even police officer vs. fire fighter engagements).

Dr. Gokenback explains the ego and the impact that ego can have on our lives and our programs when left unchecked: “Our ego is constantly threatened by the perception of others and is always in need of attention. Anything that threatens that security can become a basis for conflict, anger, and fear. The reality is that we all have egos. The successful nurse learns to realize the concept, protect themselves emotionally, and control their reaction.”

Ultimately in the workplace administrators have the responsibility to check egos and ensure that the program, simulation or otherwise, can continue to innovate and succeed. Tools that are available to help us with this delicate situation like signing up for the TeamSTEPPS Communication System Free Online Master Training or taking time to reflect on healthcare team communication with new books like Collaborative Caring by S. Gordon.

I faced such issues myself as the first director of the Clinical Simulation Center of Las Vegas. Primarily I quietly relied on one primary question to help me decipher if challengers where champions of discomfiters: does this person’s request benefit the simulation program, or benefit the person?

Dr. Gokenback’s advice to such discomfiters? “Get over yourself. Think of your importance to the greater good and not only your world, which is small in comparison.” Read her full article here.

Have you dealt with a “discomfiter” in your simulation career?
Share about your experience on the HealthySim LinkedIn Discussion Group!


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Surgical Sam “World’s First Infant Surgical Team Trainer” From The Chamberlain Group | IMSH 2015 Video Interview

surgical sam

Lisa Chamberlain of The Chamberlain Group toured us through Surgical Sam while exhibiting at the International Meeting for Simulation in Healthcare 2015. This unique model allows for advanced surgical training with realistic features specific to modules teams need rare training to perform. Watch our video interview below to get an inside look at Surgical Sam:

More from The Chamberlain Group’s Website:

“Surgical Sam is the world’s first beating heart, breathing, bleeding, high fidelity team trainer for pediatric surgery, developed with Boston Children’s Hospital as the centerpiece of their team-training initiatives in pediatric cardiothoracic and general surgery.

Unlike other patient mannequins that simulate only basic physiology, Surgical Sam ‘moves the needle’ on pediatric surgical team training by allowing important steps of surgery to really happen – allowing OR teams to fully immerse in simulations to optimize performance, safety and outcomes for children.

Surgical Sam for CT Training includes:

  • Surgical Sam Chassis 
  • Cardiothoracic Module 
  • Beating Heart Controller 
  • Pulse Controller
  • Variable Rate Controller
  • Shipping Case
  • Quick Start Curriculum developed by Boston Children’s Hospital

Modules available now

The Cardiothoracic Module features a beating heart with replaceable right atrium and aorta for cannulation, a suturable IVC bleed site, recloseable sternum, and ventilation-compatible lungs. Module supports hemodynamic flow to the thoracic cavity; bleed sites are externally controlled for simulating hemorrhagic events. 

The General Surgery Module includes ventilation compatible lungs, replaceable stomach and duodenum, liver with a capsule bleed and simulated electrocautery, and bowel for perforation and other emergent procedures. Module supports hemodynamic flow to the abdominal cavity; bleed sites are externally controlled for simulating hemorrhagic events.”

Visit TheCGroup.com to learn more about Surgical Sam and their other products today!

OtoSim2 Otolaryngology Simulator Launched at IMSH 2015 | Video Interview

otosim2

Continuing our IMSH 2015 Exhibit Hall Video Interviews, today we showcase the new OtoSim2 from Otosim! OtoSim 2 evolved out of the first Otosim product, which now has an instrumented otoscope so we can tell exactly where the student is looking, we can ask the student to find features, and provide verbal feedback through the computer. OtoSim 2 also doubles the number of images, adds case studies, allows you the potential to upload your own images, and allows for mass training for any number of students.

More from OtoSim’s Website:

OtoSim Inc. continues to innovate with a new simulation and training technology for otolaryngology. Interest and feedback gathered over the past 3 years from various healthcare practitioners has proven to be the catalyst for a novel breakthrough in otoscopy simulation: OtoSim 2.

OtoSim 2 is the upgraded version of OtoSim with new software and hardware, and increased capabilities:

  • Verify student progress via the instrumented otoscope. Trainees can point with this device to complete the learning feedback loop.
  • Expand student knowledge through reviewing 380 high resolution images from the Hawke Library to instruct, practice, and test students
  • Save instructor time by connecting up to 14 OtoSim units to a single trainer laptop to effectively instruct groups at the same time
  • Supplement classroom instruction with 150 pre-annotated images for self-directed learning
  • Improve viewer retention through immersive full-screen experience with a simple, easy-to-use graphical user interface
  • Further increase student capability through advanced quizzes with randomized, realistic clinical scenarios that test both medical and patient interaction skills
  • Build student confidence through the use of the instrumented otoscope, allowing students to practice and improve their otoscopic

This is the only product I am aware of in this high-fidelity category of Otolaryngology simulation! OtoSim 2’s improvements make me think it will stay that way for some time to come.

Learn all about it on the OtoSim Website!

‘UKETS’ Endovascular Simulation Meeting – Bristol UK March 25th & 26th

UKETS

Co-Founder Sebastian Mafeld wrote in to share about the UK Endovascular TraineeS event his team is putting on this March 25th and 26th in Bristol UK. Essentially this is a cross specialty event between vascular surgery, radiology and cardiology. Throughout the event, simulation will be utilized for high-fidelity training unique to endovascular practice. Looks like our friends at Mentice and Simbionix are apart of the sponsors of this innovative group.

March 25th

  • Aimed at F1/F2 level
  • Interested in cardiology
  • Radiology or vascular surgery
  • Dedicated careers session
  • Hands-on, interactive and a great introduction to your potential future specialty
  • Only course of its kind!

March 26th

  • Essential hands on experience with state of the art simulation
  • Aimed at ST1 level upwards
  • Interested in cardiology, radiology or vascular surgery
  • Increase your confidence with endovascular practice
  • Pre-Course online lectures
  • Expert faculty

Learn more about the UKETS organization and events at UKETS.org !


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Simulation Use in Paramedic Education Research (SUPER): A Descriptive Study

Back in September we reported from the National Association for EMS Educators (NAEMSE) about Laerdal supported research regarding the utilization of simulation in EMS programs across the United States (Read that recap article here). Just this month the full article entitled “Simulation Use in Paramedic Education Research (SUPER): A Descriptive Study” has been released on informahealthcare.com, with the objective and conclusions shared below.

ems simulation research

Authors: Kim D. McKenna, Elliot Carhart, Daniel Bercher, Andrew Spain, John Todaro, and Joann Freel.

The authors acknowledge the assistance of the Committee on Accreditation of Educational Programs for the Emergency Medical Services Professions, the NAEMSE staff members and Justin Weiss.

Laerdal Medical Corporation, a corporate sponsor of NAEMSE, provided financial support for this research. K. McKenna and J. Todaro serve on the NAEMSE board of directors and J. Freel is the executive director. Funds were used to support committee meetings and expenses related to the study. The study was conducted independently of the funders.

“Objectives: The purpose of this research was to characterize the use of simulation in initial paramedic education programs in order assist stakeholders’ efforts to target educational initiatives and resources. This group sought to provide a snapshot of what simulation resources programs have or have access to and how they are used; faculty perceptions about simulation; whether program characteristics, resources, or faculty training influence simulation use; and if simulation resources are uniform for patients of all ages.

Methods. This was a cross-sectional census survey of paramedic programs that were accredited or had a Letter of Review from the Committee on Accreditation of Educational Programs for the EMS Professions at the time of the study. The data were analyzed using descriptive statistics and chi-square analyses.

Results. Of the 638 surveys sent, 389 valid responses (61%) were analyzed. Paramedic programs reported they have or have access to a wide range of simulation resources (task trainers [100%], simple manikins [100%], intermediate manikins [99%], advanced/fully programmable manikins [91%], live simulated patients [83%], computer-based [71%], and virtual reality [19%]); however, they do not consistently use them, particularly advanced (71%), live simulated patients (66%), computer-based (games, scenarios) (31%), and virtual reality (4%). Simulation equipment (of any type) reportedly sits idle and unused in (31%) of programs. Lack of training was cited as the most common reason. Personnel support specific to simulation was available in 44% of programs. Programs reported using simulation to replace skills more frequently than to replace field or clinical hours. Simulation goals included assessment, critical thinking, and problem-solving most frequently, and patient and crew safety least often. Programs using advanced manikins report manufacturers as their primary means of training (87%) and that 19% of faculty had no training specific to those manikins. Many (78%) respondents felt they should use more simulation.

Conclusions: 

These results suggest that simulation in accredited paramedic programs mirrors the proverbial three-legged stool. To ensure simulation is used effectively, programs must have the appropriate equipment, faculty training, and resources. If any of these elements is missing, the stool topples and programs are less likely to use simulation. Administrators must recognize that to maximize the use of simulation within their program, they must view simulation as a fully integrated strategy within their education system. This research provides data for accredited paramedic program personnel to present to administrators to justify requests for faculty education and personnel resources to maximize the use of their simulation equipment.

It is incumbent on program directors to ensure that their faculty has adequate initial and ongoing simulation education, mentors to assist with adoption of new technologies, and sufficient personnel resources and equipment (representing patients of all ages) to promote the most effective use of simulation. Regional and national simulation work groups should be developed to allow faculty to collaborate on simulation best practices within accredited paramedic programs. While there are standardized resources to train nursing faculty on how to use simulation, and generic simulation instruction competencies for healthcare, no specific framework exists specifically geared to guide simulation best practices in the unique prehospital environment. The EMS community should collaborate to provide that framework so that the three-legged stool of simulation will stand firmly on a solid pedagogical foundation to serve as an essential tool for paramedic student learning.”

Thoughts:

Clearly the need for hands-on training in simulation technology is needed to ensure that investments in equipment and staff are made clear here. SimGHOSTS annual hands-on training events and online resources answer this specific call for technical training of simulation technologies. Master degree programs in healthcare simulation from institutions like NYIT, Drexel, and USF, add additional value to clinical educators and administrators of simulation programs. Conferences like INACSL, IPSSW, ASPiH, SESAM and IMSH provide annual discourse regarding the evolution of medical simulation theory and best practices. Courses like iSim provide hands-on training in clinical educator facilitation and debriefing.

The tools exist to provide the required training mentioned above but the real need now is the acknowledgement by administrators that this professional development and training is a necessary requirement to operating a medical simulation program!

Read the full SUPER article on Informa Healthcare here!

Exclusive First Look of SimCapture X from B-Line Medical!

From our IMSH 2015 Video Series, I connect with Chafic Kazoun, Co-Founder and CTO of B-Line Medical, who shared about their upcoming release of SimCapture X. Note: the video interview above is a early version of the new software and is not yet widely available. In this exclusive interview, HealthySimulation.com gets a sneak peek of their future SimCapture X platform — check out the video to see for yourself.

b-line medical simcapture x

Why the X? That’s easy enough, B-Line Medical celebrates their 10th anniversary this year! With so many years of medical simulation a/v recording and debriefing experience behind them, the B-Line Medical development team redesigned the SimCapture Generated User Interface (GUI) to reflect on what customers are using most. In other words, they have analyzed the use data from the past 10 years and are recreating SimCapture with an even better understanding of what we as simulation champions really want.

What I saw was a really optimized version of SimCapture, with key functionality now immediately available from the home-screen. Recent debriefings, key metrics, and relevant schedule information are all right there. Navigation is simplified with new global buttons available at any time. Exporting scenarios, including data and video, and sharing them with other SimCapture customers is also very easy to do.

Explained by B-Line Medical: “SimCapture X is the next generation SimCapture platform currently in development. The new platform will combine all of the best pieces of the industry’s most trusted video capture solution with ahead of the curve technology and the insight and feedback gleaned from our 10 years of industry experience. Notable improvements include seamless integration of Simulation and Standardized Patient programs, a fully tablet compatible interface, and a redesigned look that streamlines and simplifies center workflows.”

A very interesting note from Chafic was that SimCapture X will still offer on premises installs, but will also have the potential for cloud-based operation. Chafic predicts that eventually most simulation programs will prefer a reduction of localized hardware requirements in favor of cloud-based platforms. Can’t wait for that future to be here!

SimCapture Provides:

Video Capture & Distribution
  • Browser-based and network accessible
  • Record and stream video and medical device data
  • Live and post scenario review from anywhere
  • Automated video capture and management
  • HD video and audio linked to participants
  • Pre-defined and free text annotations
Curriculum & User Management
  • Manage and administer instructional content
  • Web-based and collaborative evaluation builder
  • Automated user portfolio assembly and tracking
  • Create, filter, re-calculate and release reports
  • Scheduling, self-enrollment and notifications
Operations Management
  • Streamline the setup and management of OSCEs
  • Automate large-scale simulation events from a single dashboard
  • Center asset management and conflict notifications
  • Outlook and Google Calendar integration
  • Advanced search and data mining capabilities

Information about SimCapture X is limited for now, but stay tuned to BlineMedical.com for more upcoming announcements!

MedAffinity Electronic Health Records and Education: Keeping the Focus on Learning Healthcare

medaffinity ehr

MedAffinity Electronic Health Records and Education: Keeping the Focus on Learning Healthcare

Article Contributed by Thomas J. Doyle, MSN, RN

An Electronic Health Record (EHR) that works in education, specifically in simulation, has long been a dream of mine. In my nearly ten year quest for a simulated EHR when I was the Chief Learning Officer for Medical Education Technologies, Inc. (METI), now known as CAE Healthcare, I was not successful. Numerous issues with the various solutions out there surfaced. The “real” EHR systems used in the hospital could not deal with the concept of “simulation time.” Those systems documented everything in “real time.” Thus when trying to simulate a patient care episode spanning several hours in a much shorter time period was not possible to document using a “real” EHR. Other systems touted as being specifically designed for use in simulated environments were either too simplistic or extremely complex. Additionally, many solutions were too costly which is an ongoing concern in academia. Finally, and what I consider to be the biggest hindrance to these solutions, is that they contained no patient cases and faculty would have to manually enter data. As a former Professor of Nursing I knew this was not going to happen.

In November of 2014 at the Organization for Associate Degree Nursing (OADN) conference in Saint Louis, MO, I found what I believe to be the solution: MedAffinity’s EHR for Education! MedAffinity EHR for Education is designed to make the documentation process feel as natural as possible, with an interface that looks, acts, and feels like a real document. Because MedAffinity’s document-style interface presents all of the information on a single screen, students can focus on learning patient care within a certifi­ed EHR instead of spending time navigating through a multi-screen, complicated system. Designed for providers resistant to the one-size-fi­ts-all mentality of most EHRs, MedAffinity easily adapts to new curriculum needs without delays, costly upgrades, or additional custom configuration associated with other common alternatives. I find the user interface (UI) user friendly and one can quickly learn how to navigate through the software.

Capabilities of the MedAffinity EHR for Education include the following:

  • Documentation: Your documentation, their system. One can configure MedAffinity to meet the needs of the faculty by placing their existing document-style materials right into their system. MedAffinity adapts to new curriculum content, ideas, and standards, which means our EHR does not dictate the way your faculty teach.
  • Summarize Simulation Information: The MedAffinity Summary allows students to dive right into learning by making it easy to view the information they need to see. Students do not need to waste time searching for a piece of information—instead they simply glance over the patient’s summary boxes, or roll their mouse over documents in the chart to immediately view any particular item in its entirety.
  • Search and Retrieve: MedAffinity features robust documentation retrieval and search functions, which allow faculty to quickly review documentation authored by students. But MedAffinity’s administrative overview functionality does not end there—faculty may search for documents authored within a particular date range in a particular course, authored by a particular student, and containing particular criteria.

I also found MedAffinity’s EHR to be rich in features. All of these were on “my wish list” when searching for a solution to be used in simulation. Features include but are not limited to:

  • “Save As:” Create or modify templates in minutes, without writing a single line of code. Create templates containing both medical data like vitals or management codes, as well as non-medical information: guidelines on how to complete certain tasks, images and illustrations, and even notes from faculty to reinforce classroom instruction. Because an educational EHR should not dictate the way your faculty teach.
  • Template Creation: Import PDF: Create fully formatted templates straight from PDFs. This system allows you to place pre-existing formatted documentation into your educational EHR and have it seamlessly appear in template categories alongside interactive templates. MedAffinity makes it easy to select your PDF and save it as a template in just a few simple steps. With many healthcare programs having purchased simulated clinical experience content or created their own, the educational EHR should make it easy to display and distribute this educational content.
  • Chart Summary Note Preview: Move the mouse over any document in a patient chart to see an instantaneous, complete preview of that full note document. Students will begin using MedAffinity EHR to view simulation materials with close to zero initial training. This is important because an educational EHR should not get in the way of students learning how to care for people.
  • Simulation Chart Reset: After a simulation session is completed, simulation administrators can quickly and easily reset the simulation patient chart back to its original state. This is a huge market-changing feature because your on-staff simulation administrators and technical support should not waste time manually deleting data after each session.

Tallahassee Community College (Florida) is MedAffinity’s launch customer. I had the pleasure of speaking with Carla I. Dormeus, MS, EMT who is the Simulation Program Manager in the Healthcare Professions Division about their experience. She had the following to say, “It has been redesigned specifically for simulation which makes running simulation experiences much easier and specifically they sought input from people doing simulation. It has saved us a lot of time when building our simulations as we can create our own library of content that can be used over and over again.” She agreed with me that having experience with electronic health records would benefit students as they look for jobs after graduation. “That’s what they are going to encounter when they go to any hospital or doctor’s office. Every place healthcare is delivered is going to go to electronic documentation. The more we expose them to what they will encounter in the real world, the better.” I could not agree more with her statement!

Learn more at http://www.medaffinity.com/education/simulation

Thomas J. Doyle is President & CEO of SimOne Healthcare Consultants, LLC, a company focused on assisting its customers with the use of various educational technology solutions. He has 35 years of experience in healthcare, 18 of those being involved in high fidelity patient simulation. Visit the company’s website at SimOnehcc.com.

Collaborative Caring: Stories & Reflections on Teamwork in Healthcare

collaborative caring suzanne gordon

A newly released book from our friend Suzanne Gordon and coauthors David Feldman, MD and Michael Leonard, MD. Suzanne is the coauthor of “Beyond the Checklist: What Else Health Care Can Learn from Aviation Teamwork and Safety” (click the link to read my book review), and coeditor of “First, Do Less Harm”, both from Cornell. She is coeditor of the Culture and Politics of Health Care Work Series and was program leader of the Robert Wood Johnson– funded Nurse Manager in Action Program.

About Collaborative Caring:

Teamwork is essential to improving the quality of patient care and reducing medical errors and injuries. But how does teamwork really function? And what are the barriers that sometimes prevent smart, well-intentioned people from building and sustaining effective teams? Collaborative Caring takes an unusual approach to the topic of teamwork. Editors Suzanne Gordon, Dr. David L. Feldman, and Dr. Michael Leonard have gathered fifty engaging first-person narratives provided by people from various health care professions.

Each story vividly portrays a different dimension of teamwork, capturing the complexity—and sometimes messiness—of moving from theory to practice when it comes to creating genuine teams in health care. The stories help us understand what it means to be a team leader and an assertive team member. They vividly depict how patients are left out of or included on the team and what it means to bring teamwork training into a particular workplace. Exploring issues like psychological safety, patient advocacy, barriers to teamwork, and the kinds of institutional and organizational efforts that remove such barriers, the health care professionals who speak in this book ultimately have one consistent message: teamwork makes patient care safer and health care careers more satisfying. These stories are an invaluable tool for those moving toward genuine interprofessional and intraprofessional teamwork.

Praise for the New Book:

“Collaborative Caring makes a unique contribution in the scope and breadth of teamwork it considers. It is an important book.”—Audrey Lyndon, PHD, RNC, FAAN, University of California San Francisco.

“Teamwork is the neglected part of medical training and the new frontier for reliable delivery of quality care. It’s not enough to know what to do. Providers need to be able to deliver that care reliably—and that takes teamwork. This book emphasizes the essential elements of real teamwork: actions coordinated by a shared goal, shared mental model of the situation, cross-monitoring, a flat hierarchy, mutual respect, and trust. If your operating room team or patient care team does not have these characteristics, then this book is for you.”— John. R. Clarke, MD, Professor of Surgery, Drexel University; Clinical Director of Patient Safety and Quality Initiatives, ECRI Institute; Clinical Director, Pennsylvania Patient Safety Authority.

Get your copy of Collaborative Caring from Amazon today!


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Clemson University Utilizes VR Simulations to Train for Electrical & Manufacturing Industries

vr simulation manufacturing

South Carolina GSA Business recently covered the VR Simulation Training taking place at the Clemson University Center for Workforce Development. VR Oculus devices are providing electrical and manufacturing students the opportunity to safely practice new skills before entering more dangerous work scenarios. Sound familiar? My belief is that simulation will quickly become an integral part of all educational practices, from dealing with hot oil friers to office politics.

GSA Business Article Excerpt:

“No longer limited to video games, the simulations being developed at the Clemson University Center for Workforce Development are helping students across the country learn the skills that employers need in a modern manufacturing plant. One such simulation puts the user in a warehouse environment. The participant uses a keyboard or joystick to move around the virtual warehouse to identify safety violations. The virtual program gives feedback throughout the process.

The simulation gives a type of hands-on experience for the user without exposing them to the real hazards of a manufacturing setting.

Sabarish V. Babu, assistant professor in the School of Computing at Clemson, said: “Virtual simulations allow for interactive feedback. You receive instruction on how to actually use each instrument or program, then there’s an interactive, guided practice, with feedback as you’re performing the task.”

The virtual reality helps the student to safely practice their electrical testing skills while avoiding potential dangers that are present in the live labs, Isbell said. Once the students are comfortable with the virtual exercises they can then move to a live setting where an instructor can oversee the live work.

Dr. Anand Gramopadhye, dean of the College of Engineering and Science, said virtual reality is an innovative way to widen the pipeline that supplies the highly skilled workers the nation needs to be competitive.

“Manufacturing remains key to prosperity in our state and across the nation,” he said. “By teaching the skills needed in the next-generation workforce, our curriculum is helping shore up the middle class and putting families on the road to success.”

Read the full article on the GSA Business website!

EMS Distributes Panasonic’s 3D Multiview Anatomy Image System — IMSH Video Interview

At IMSH 2015 Education Management Solutions (EMS) showcased their new distribution of Panasonic’s 3D Multiview Anatomy Image System – an impressive way to explore the realistic anatomy of cadavers in a simulated environment. Using 3d glasses, participants can continue to remove various layers of anatomy and move about the cadaver from all angles. This provides a realistic version of anatomy which 3d models can only imply, while reducing educational costs and simultaneously maintaining fidelity. The system can either be stand alone or built for network access depending on your learning needs. Watch our interview above to see how easy to use and effective the system really is!

panasonic 3d anatomy

About the System:

The 3D Multiview Anatomy Image System, which includes 1,200 real cadaver images, helps to enhance any anatomy course by providing learners the ability to navigate efficiently through different bodily layers and structures in a three-dimensional space. The 3D Multiview Anatomy Image System provides learners (including residents, medical and nursing students) more autonomy in choosing different views, angles, and combinations of anatomical images than are possible in traditional cadaver-based instruction.

Learn more at the EMS SimulationIQ website today!