The Use of Patient Simulators in Podiatric Medical/Surgical Education

Types of simulators

Simulators can be as simple as human skin. Models of human skin demonstrating both epidermal and dermal layers are available (Fig. 1). In fact, skin models are available with epidermal and subdermal “growths” for practice in biopsy and excision (Fig. 2). Other types simulate the vascular tree for education in venipuncture, vein cut-downs, and intravenous (IV) insertion (Fig. 3).

More sophisticated types simulate the human airway, the abdomen, and multiple joints (Fig. 4A, B). In fact, most organ

Role of simulators in podiatric education

The first and most practical use of a simulator would be using skin model simulators to teach suturing and tissue layers to students. The flexibility and simple care of the material (no frozen or refrigerated pig's feet!) allows the student the ability to practice at many locations and times. The material itself is somewhat realistic in appearance and handling, and provides immediate feedback to the student (Fig. 5).

Skin models with soft tissue lesions are a natural progression for the student

Educational divisions for the use of patient simulators

There are three basic areas in podiatric education that the complete patient simulators can be used. They are (1) the beginning clinical podiatric medical student (second and third), (2) the podiatric student before graduation (fourth year), and the podiatric resident.

In the early clinical educational years, basic physical examination skills must be taught and learned. They include breath sounds, heart sounds, maintenance of airways, palpation of pulses (carotid, radial, femoral, pedal), and

Summary

Patient simulators have made their mark in medical education, and will be a permanent, integral part in the training of medical specialties. Their scope will always be increasing and changing as technology keeps improving the quality and the sophistication of the simulators. Studies have shown that patient care and treatment has improved with the use of simulators, allowing true mental and physical confidence of the practioners before and during patient care. The role of patient simulators has

Acknowledgements

The author would like to acknowledge Limbs & Things, Savannah, Georgia and Temple University School of Medicine, Clinical Simulator Center, Philadelphia, Pennsylvania.