Overall many contemporary and innovative teaching methods are integrated

into German medical school curricula. In any case, the teaching sites have good technical features: at nearly every location, simulation technology is available to a certain extent. This is the result of a project with large-scale financial support initiated five years ago by the German #Fulvestrant mouse keyword# Society for Anaesthesiology and Intensive Care Medicine (DGAI) to integrate simulation technology into local curricula. The main focus was to improve the quality of teaching, especially in emergency medical care, and so overall 32 Emergency Care Simulators (ECS; METI, Sarasota, FL, USA) were made available to medical schools all over the country. Besides the evidence that simulation-based training is a useful tool in medical education and is Inhibitors,research,lifescience,medical able to transfer important skills and knowledge [29], different authors have approved the use of simulation technology within undergraduate curricula [17]. Further potential operational areas like acute care in paediatric emergencies were previously presented by Eich et al. [30]; crew resource management (CRM) was presented by Müller et al. [31], resp. crisis resource management by Krüger et al. [32]. Even if every site is technologically capable of providing simulation-based training, it is important to note that necessary operational expenses such as the costs for maintenance, manpower, consumables or repairs

Inhibitors,research,lifescience,medical limit the widespread implementation of this curriculum [33,34]. Additionally, no qualification standard has been set for the instructor in simulation-based training, so that we can summarize in respect of this topic: In general the didactic as well as professional

qualification for teaching Inhibitors,research,lifescience,medical at the sites is very inconsistent; a standardized concept including certification compared to the generic instructor concept of the ERC is needed to enhance nationwide quality in emergency medical care Inhibitors,research,lifescience,medical in future. A well-known model to describe medical competence is Miller’s pyramid, wherein four layers of competence are defined as “knows”, “knows how”, “shows how” and “does” [35], and respective Dichloromethane dehalogenase assessment methods are dedicated, e.g. on the level of “knows”, written examinations are use with multiple-choice or open-answer questions. With respect to the assessment of CPR skills, the ILCOR-statement “education in resuscitation” postulated in 2003 “not to use written tests for CPR courses for laypersons but should be considered for healthcare professionals” [14,15]; Schuhwirth and van der Vleuten underline this statement by explaining that “one way to increase the authenticity of an assessment is to base it on a simulation of reality” [36]. On the level “shows how”, Harden et al. described the so-called “OSCE”-Objective Structured Clinical Examination. Since then, OSCE has been promoted to an accepted and applied tool for the assessment of practical performance in standardized settings with prepared checklists [37,38].