What device is commonly used at a medical college for educational and training purposes?

Devices Used at Medical Colleges for Education and Training

Medical colleges commonly use simulation technology, including full-body computerized mannequins, task trainers, standardized patients, automated external defibrillators (AEDs), and CPR feedback devices for educational and training purposes. 1

Primary Educational Devices

Simulation Technology

Medical simulation encompasses a spectrum of devices ranging from low to high fidelity 1:

• Full-body computerized mannequins with sophisticated physiologic features that respond to pharmacologic and mechanical interventions are widely used in undergraduate and graduate medical education 1
• Task trainers (such as arms for phlebotomy practice) provide focused skill development for specific procedures 1
• Standardized patients (live persons trained to portray patients with various conditions) have decades of evidence demonstrating high effectiveness for medical education and evaluation 1
• Anatomical models for static task training provide foundational learning 1

CPR Training Devices

CPR feedback devices should be incorporated into resuscitation training, as they improve compression rate, depth, and recoil compared to training without feedback. 1

• Corrective feedback devices provide visual displays of CPR quality metrics (e.g., compression depth) and have demonstrated improved skill retention at 7 days to 3 months after training 1
• Prompt devices (metronomes) provide auditory cues for compression rate 1
• Six of eight studies showed improved CPR skill performance at course completion when feedback devices were used 1

AED Training Equipment

AEDs are essential training devices in medical colleges, as they are simple to use and can be operated effectively even by minimally trained individuals. 1

• AEDs provide voice prompts and visual cues to guide users through defibrillation steps 1
• Training primarily requires cognitive knowledge rather than extensive psychomotor skills 1
• Healthcare professionals including nurses and physiotherapists can use AEDs effectively with relatively minimal training 2, 3

Emerging Technologies

Virtual Reality and Gamified Learning

Virtual reality (VR) and gamified learning may be considered for basic or advanced life support training in medical colleges. 1

• VR creates computer-generated three-dimensional interfaces with spatial presence 1
• Gamified learning includes leaderboards and serious games designed around resuscitation topics 1
• Studies show mixed results, with some demonstrating improved knowledge acquisition and retention, though no studies showed negative impacts 1

Video-Based Learning

Videos are widely used educational tools in medical colleges 1:

• Videotapes increase comprehension among learners with varying literacy levels 1
• Culturally tailored videos employing characters matching learners' ethnic backgrounds improve both cognitive and emotional engagement 1
• Video instruction combined with hands-on practice shows equivalent outcomes to traditional instructor-led courses for CPR training 1

Key Implementation Principles

Simulation effectiveness depends critically on proper integration into curriculum, competent faculty providing feedback, and deliberate practice opportunities. 1

• Debriefing after simulation is essential—without it, learners are unlikely to improve nontechnical skills, decision-making, situational awareness, and team coordination 1
• Medical simulation complements but does not replace real patient-care experiences 1
• Skills practice sessions are essential components—"cognitive-only" training without psychomotor practice consistently fails to achieve acceptable proficiency levels 1

Common Pitfalls

• Insufficient practice time: The level of CPR proficiency is directly related to the amount of time provided for skills practice during training 1
• Inadequate retraining frequency: BLS skills decay rapidly, with deterioration occurring as early as 3 months after initial training, yet standard retraining occurs only every 2 years 1
• Lack of feedback: Visual assessment of CPR quality by instructors is neither reliable nor accurate, making objective feedback devices particularly valuable 1