Questions & Answers
The Simulation Centre (SIMU) will become a unique teaching workplace within the Czech Republic in which practical training of students of the FM MU will take place. This new centre will provide the conditions for a wide range of modern educational elements.
SIMU will be located in Kamenice Street, Brno, in the eastern part of the Bohunice University Campus, which place is currently used for parking. It will adjoin the Department of Anatomy, the Brno University Hospital, the South Moravian Emergency Medical Services building, and will span Kamenice Street.
The construction of SIMU will begin in the summer of 2018 and will be completed by mid-2020.
The training in SIMU will begin immediately after the building has been built and equipped. The first students will come in the autumn semester of 2020. Until 2022, the lessons will take place under a pilot scheme with students taking part in the simulation lessons gradually. As of the autumn semester of 2022, SIMU will already serve its full capacity for teaching at the FM MU.
The SIMU building will consist of two parts. The main seven-story section will have five aboveground and two underground floors. The underground floor will replace the capacity of the original car park and will add about 50 new parking spaces. A part of the underground floors will be designed as a technical base, while the aboveground floors will be dominantly used for teaching. The other part of the building – the so-called "bridging" – will be made up of two floors that will span Kamenice Street.
The first floor will simulate an Emergency Department, including a fully equipped mock-up ambulance car and emergency beds. The second floor will be used for simulated dental education and there will be training halls, laboratories, and gnathology training areas. The third floor will contain lecture rooms and dedicated classrooms for team-based and problem-based learning. The fourth floor will simulate a real hospital environment. The fifth floor will serve as a seat of an expert team and the management of SIMU. The area above the bridging will even have its heliport simulator.
Other training spaces will consist of rooms for problem-based learning and teaching by the flipped classroom method. Unlike standard seminar rooms that we know in the Bohunice University Campus, there will be no desks arranged in rows and oriented towards the teacher’s desk and screen, but so-called nests, i.e. large desks around which the students will work in small groups with the teacher being able to move freely among them.
The fourth floor, which will simulate a true hospital environment, will consist of a full surgical department with two operating theatres, filters, and an antechamber. Furthermore, there will be intensive care units, field-specific simulations, and standard hospital rooms.
These simulation rooms, which will faithfully imitate the hospital environment, will be equipped with high-fidelity training models, trainers, or simulators, as well as state-of-the-art technologies including audiovisual recording technology for ongoing simulations.
In addition to these rooms designed for the simulation training itself, there will be so-called control rooms from which complex simulations will be managed by trained personnel and a room for debriefing where analyses and assessments of the course of simulation with teachers will be carried out.
SIMU will offer a wide range of simulators – simple training machines as well as low-fidelity and high-fidelity simulators. The list is long. To name some, there will be an advanced patient simulator, geriatric nursing model, pregnant woman simulator, neonatal simulator, incubator, artificial ventilation simulator, fully equipped operating theatre, CPR simulators, models for venepuncture and cannulation, ultrasonic simulator, trainers for suturing, pericardiocentesis, lumbar puncture, breast examination, as well as models and trainers for almost every system and organ in the body, including various types of dental trainers.
It is software, a low fidelity simulator, designed to develop decision-making skills. Divided into small groups, students go through a virtual patient node after node, discussing and selecting the appropriate procedure to present and justify in front of the whole group. The lecturer acts as a moderator of the discussion, guarantees the correctness and completeness of the pathophysiological mechanisms, and complements the outcomes with clinical context. The virtual patient also allows self-study and thus the preparation for the given lesson. Each incorrect answer in the algorithm is therefore complemented by an explanation that always provides the student with instant feedback.
Problem-based learning (PBL) is a method primarily designed for health-care education. Students learn through solving problems, such as virtual or simulated patients. The primary goal is not to reveal a specific solution, but the decision-making process leading to it. PBL allows students to train skills such as information acquisition, logical thinking, group collaboration, and communication. Training takes place in small groups where the students all play a specific role in which they alternate. Instead of standard lecturing, the lecturer leads and motivates the students to solve the problem, and extends their knowledge simultaneously.
Each training unit, i.e. each lesson, will have a clearly defined content and recommended study literature. Therefore, students will know what exactly the content of the next lesson will be and what to prepare.
Yes, students will have online education, for example, in so-called flipped classroom lessons. This teaching method aims to allow students during the contact training to use and combine their theoretical knowledge in solving given practical problems. Lecturer guides them throughout the process – his/her role is no longer to provide students with new information, but to help them work with it properly. Therefore it is necessary for the students to undergo a previous thorough and clearly defined preparation that will take place in the form of online learning.
In order to assess students, an objective structured clinical examination (OSCE) will be introduced in addition to classical testing methods.
An Objective Structured Clinical Examination (OSCE) is a modern type of evaluation of students in health sciences.
- Objective – all students go through the same stations and situations according to the same marking scheme.
- Structured – each station has a very specific task or an unambiguously specified scenario.
- Clinical – both the theoretical and practical skills of students are evaluated according to a standardized marking scheme in the form of questions from the examiner or a pre-determined correct solution procedure.
OSCE is designed to test clinical skill performance and competence in skills such as communication, physical examination, exercise prescription, interpretation of results, etc., and to provide students with objective and specific feedback.
Yes. The FM MU strives for its graduates to be as well prepared for their profession as possible. At the beginning of the project, we communicated with the employers about the quality and readiness of our graduates for the job, and we thus identified the areas that need to be more focused. Modified graduate profiles will be more responsive to current needs, and graduates will gain new skills to work from day one. Emphasis will be placed on the skills and proficiency of the 21st century, such as soft and practical skills, communication, and teamwork.