Department of Clinical Skills

The Dept Of Clinical Skills & Simulation  is a modern multifunctional training facility. Outfitted with state-of-the-art technologies and audiovisual , the centre is equipped to host a wide range of activities including committee meetings, educational seminars, training workshops, filming and multimedia production, equipment testing and experimental research.
Medical education is increasingly focused on achieving competency in clinical skills and diagnostic reasoning, emphasizing approaches that enhance patient safety and the quality of care. Simulation training is an essential link between medical student training and clinical experience and has proven to be an effective tool for assessing technical skills, critical thinking, and team-orientated behavior throughout medical training.



The plan identifies 3 strategic priorities to support simulation-based education and training:

•  Management and organisation, to ensure that simulation resources can be used effectively, maintained appropriately and are accessible to a range of users.
•  Capacity and quality, to ensure that there are sufficient numbers of trained technicians and skilled educators to deliver high quality simulation-based learning experiences,
•  Innovation and capability development, to ensure that there is a strong evidence base that informs the practice of simulation-based education and training, and its development into the future.



There have been a number of drivers to the increased uptake and interest in simulation-based education. Ker and Bradley (2007) suggest that influences include:
 • Society and patient expectations have changed so that it is no longer seen as appropriate to practice on patients. Healthcare practitioners are expected to be competent before performing on a patient.  
• There have been numerous changes to healthcare delivery including; the move to ambulatory and community settings, increased acuity within hospitals, day surgery etc, all of which mean that there has been a reduction in opportunities for healthcare workers to gain experience in the same breadth of patient care.  
• Reductions in working hours for healthcare practitioners also impacts on opportunities for learning.  
• The safety movement has raised awareness of adverse event management and the need for training in this area of critical incidents/ adverse events.  
• New technologies in medicine have required different approaches to training e.g. endoscopic surgery.  

So what then does simulation offer to address these issues?

The advantages of simulation suggested within the literature are:  
1. There is a decreased risk to patients as skills are learnt away from the patient prior to transferring them back to the health setting. “Simulation based education more often allows trainees to have their first encounters with real patients when they possess higher levels of technical and clinical proficiency” (Ziv et al, 2006).
2. Simulation promotes self reflection and the ability to learn from mistakes in a safe environment.
3. There is the opportunity to practise skills repeatedly.  
4. Scenarios can be created to suit the learning objectives. There isn’t a reliance on finding a patient with that condition. This makes the education experience focus on the learner’s needs.  
5. Critical incidents or crisis situations that occur rarely but require a high level of
preparedness can be practised easily.  
6. The environment can be manipulated as desired to enhance learning and
unwanted distractions eliminated.  
7. Simulation suits learners of different levels and with different learning needs.


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Saveetha Medical College, Saveetha Nagar, Thandalam, Chennai 602 105

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