Embedded Files
Early Simulation Artifacts and the Origins of Healthcare Simulation
(Aligned with: Textbook Ch. 1 – History of Simulation)
STRUCTURE OF THIS MODULE
STRUCTURE OF THIS MODULE
Key Ideas (Elaboration Level 1)
Foundational Concepts Explained (Level 1)
How History Shapes Simulation Today (Level 2)
Applied Reasoning for SOS Practice (Level 3)
Common Misconceptions
Figures & Visual Descriptions (from your uploaded textbook images)
Check Your Understanding
1. KEY IDEAS
1. KEY IDEAS
Simulation is older than modern healthcare — its origins go back over 250 years.
Early training models were made from wax, leather, cloth, and wood
The purpose of simulation has never changed:
Practice before performance to reduce harm.By the 19th century, specialized task trainers for childbirth, surgical technique, and anatomical study emerged.
In the 20th century, Resusci Anne revolutionized mass CPR training.
Late 20th-century digitally controlled manikins introduced physiology, vitals, and realistic responses.
All modern high-fidelity manikins and VR platforms evolve from these historical principles.
You must understand this history because it shapes:
how scenarios are designed
how manikins behave
why SOS work emphasizes safety, preparation, and repeatability
2. FOUNDATIONAL CONCEPTS EXPLAINED (Level 1)
2. FOUNDATIONAL CONCEPTS EXPLAINED (Level 1)
2.1 What Is Simulation? (Historical Definition)
Even long before electronic manikins existed, simulation was defined by three characteristics:
(1) Representation of Reality: Early childbirth models, anatomical replicas, and surgical dummies represented just enough of reality to help learners understand anatomy or practice procedures.
(1) Representation of Reality: Early childbirth models, anatomical replicas, and surgical dummies represented just enough of reality to help learners understand anatomy or practice procedures.
(2) Safe Practice Without Risk: Students practiced maneuvers, incisions, and techniques without harming real patients.
(2) Safe Practice Without Risk: Students practiced maneuvers, incisions, and techniques without harming real patients.
(3) Repeatability: Learners practiced repeatedly — a key educational principle still used today.
(3) Repeatability: Learners practiced repeatedly — a key educational principle still used today.
2.2 Early Simulation Artifacts (18th–19th Century)
The following tools are typical of this era:
Wax Anatomical Models
Wax Anatomical Models
Highly detailed
Used for teaching anatomy in medical schools
Often life-size or organ-specific
Cloth & Leather Training Models
Cloth & Leather Training Models
Used for childbirth practice
Movable fetal parts, simulated pelvic structures
Wooden Frameworks or Painted Surfaces
Wooden Frameworks or Painted Surfaces
Used to rehearse surgical approaches
Simple, but encouraged procedural rehearsal
Why these matter for SOS:
They introduce the idea that realism is less important than function.
A simulation tool must support the learning goal — not mimic reality perfectly.
2.3 The Industrial Era (Late 1800s–Early 1900s)
More structured designs:
Purpose-built obstetrical simulators
Early resuscitation dummies
Manikins used for surgical technique demonstration
These tools reflect:
Standardization
Increased demand for structured medical education
Recognition that tactile learning improves clinical readiness
2.4 The Modern Era Begins: Resusci Anne (1960s)
A critical milestone.
Resusci Anne introduced:
Anatomical landmarks
Airway obstruction mechanics
Early mechanical feedback (the “click” for correct compression depth)
This was the first global mass adoption of simulation, training millions of people in CPR.
2.5 Digital Simulation (1980s–Present)
By the late 20th century:
Microprocessors enabled programmable physiology
Computer interfaces allowed vital sign changes
AV systems were integrated for recording and debriefing
Modern systems include:
High-fidelity manikins
VR/AR simulations
Hybrid patient encounters
Distributed tele-simulation
Wearable sensors and monitoring
3. HOW HISTORY SHAPES SIMULATION TODAY
3. HOW HISTORY SHAPES SIMULATION TODAY
Historical evolution impacts every aspect of SimOps practice.
3.1 Early Models → Task Trainers
Purpose-built childbirth and surgical models established the idea of:
isolated skill development
controlled repetition
predictable practice environments
Today’s equivalent:
IV arms, airway heads, suturing pads, wound models.
3.2 Resusci Anne → Emergency Scenario Training
Resusci Anne showed that:
procedural training can be standardized
lifesaving skills require hands-on repetition
feedback improves performance
Today’s equivalent:
Code Blue simulation, ACLS/BLS refreshers, rapid-cycle deliberate practice.
3.3 Early Anatomy Models → Modern Fidelity Discussions
3.3 Early Anatomy Models → Modern Fidelity Discussions
Historical artifacts reveal that fidelity has always been a design choice.
Some early models were highly realistic (wax figures).
Others were simple but functional (wooden frames).
Modern SOS implication:
High fidelity ≠ always necessary.
Functional fidelity is often more important than realism.
3.4 Digital Manikins → Systems-Based Thinking
The shift to microprocessor-controlled manikins established:
scenario scripting
physiologic modeling
integrated monitoring
Modern SOS implication:
Scenario stability depends on both technical reliability and human systems.
4. APPLIED REASONING FOR SOS PRACTICE (Level 3 — Application)
4. APPLIED REASONING FOR SOS PRACTICE (Level 3 — Application)
4.1 Why SOS Professionals Must Know This History
Understanding evolution clarifies:
why manikins behave the way they do
how scenario logic developed
why workflows matter
what “realism” should aim for
how to prioritize limited resource
4.2 Scenario Example
Case: You are asked to prepare a low-tech postpartum hemorrhage simulation in a classroom with no high-fidelity manikin available.
If you know the history, you realize:
early simulations used cloth models, not advanced technology
the learning objective (recognizing hemorrhage, initiating interventions) does not require full anatomical fidelity
So you choose:
a basic pelvic model
red-dyed water for blood
a simple vitals monitor simulation (phone/tablet app)
Outcome:
High psychological and functional fidelity → effective learning.
4.3 Competency and OPA Connections
STEPS Competency: Technical Operations — Early models teach that essential function > realism.
STEPS Competency: Scenario Setup — History shows why clear goals matter more than high-tech solutions.
OPA 1.1 Scenario Setup — Align tools with learning objectives.
OPA 3.1 Manikin Programming — Understanding physiology traces back to early mechanical models.
5. COMMON MISCONCEPTIONS
5. COMMON MISCONCEPTIONS
❌ “Simulation must look realistic to be effective.”
❌ “Simulation must look realistic to be effective.”
Truth: Historical models were often simple — effectiveness depends on alignment with learning objectives.
❌ “High-fidelity manikins are always better.”
❌ “High-fidelity manikins are always better.”
Truth: Even advanced manikins fail if not used with purpose.
❌ “Early simulation was primitive and irrelevant.”
❌ “Early simulation was primitive and irrelevant.”
Truth: It established the core operational logic of modern SimOps practice.
6. FIGURES & VISUAL DESCRIPTIONS
6. FIGURES & VISUAL DESCRIPTIONS
Figure A — 19th-Century Childbirth Simulator
Figure A — 19th-Century Childbirth Simulator
A cloth-based pelvic model with detachable fetal parts designed to teach delivery maneuvers.
Figure B — Wax Anatomical Model
Figure B — Wax Anatomical Model
Realistic wax construction showing vascular, muscular, and organ structures.
Figure C — Early Surgical Practice Model
Figure C — Early Surgical Practice Model
Simple wooden or metal structure used for rehearsing incisions and suturing.
Figure D — Resusci Anne
Figure D — Resusci Anne
Life-size torso manikin with airway and compression features.
7. CHECK YOUR UNDERSTANDING
Page updated
Report abuse