Narrative Review of Legal Aspects in the Integration of Simulation-Based Education into Medical and Healthcare Curricula
Abstract
:1. Introduction
1.1. Quality and Safety of Healthcare in the Context of Healthcare
1.2. The Substantiating Aspects of the Significance in the Context of Safe and High-Quality Healthcare
1.3. Healthcare Professionals—The Cornerstone of a Quality Healthcare System
1.4. High-Quality Medical and Healthcare Education—The Basis for the Professionalism of Healthcare Professionals
- DIRECTIVE 2005/36/EC of the European Parliament and of the Council on the recognition of professional qualifications establishes conditions regarding the initiation, duration, and scope of educational programs, as well as the acquisition of certain knowledge and skills (European Union 2005). For instance, Directive 2005/36/EU, Article 24 of this directive mandates a minimum of six years of study or 5500 h of theoretical and practical training for basic medical training, while Article 31 specifies that the training of nurses responsible for general care should comprise at least three years of study or 4600 h of theoretical and clinical training, with stipulated proportions for theoretical and clinical components. Similar conditions apply to the education programs of other areas.
- The Bologna process (European Commission n.d.a) envisages the implementation of the European Qualifications Framework (EQF) (European Union n.d.) and the European Credit Transfer and Accumulation System (ECTS) (European Commission n.d.b) in order to provide comparable, compatible, and coherent systems of higher education (Crosier and Parveva 2013), thus ensuring the mobility of both healthcare students and professionals.
1.5. Simulation-Based Educational Approach—The Basis of Quality Medical and Healthcare Education
1.6. Aim
- The simulation-based education approach should be recognized as an integral intermediary phase bridging theory and practice within medical and healthcare education curricula at all levels.
- The implementation of simulation-based education must conform to universally acknowledged, evidence-based principles that harmoniously integrate theoretical and practical elements.
1.7. Methodology
2. Simulation-Based Education: Conceptual Framework and Standards
2.1. The Core of Simulation-Based Education within Healthcare Curricula
2.1.1. Definitions
- Simulation is a technique—not a technology—to replace or amplify real experiences with guided experiences that evoke or replicate substantial aspects of the real world in a fully interactive manner (Gaba 2004). The author of this definition is D.M. Gaba, whose substantial contributions to the progress of simulations fields are widely acknowledged (Center for Immersive and Simulation-Based Learning (CISL) n.d.).
- Healthcare simulation—a technique that creates a situation or environment to allow persons to experience a representation of a real event for the purpose of practice, learning, evaluation, testing, or to gain understanding of systems or human actions (Lioce 2020). This definition has been widely used for the past years.
2.1.2. Structure of Simulations in Medical and Healthcare Education
2.1.3. Simulation-Based Education—The Pedagogical Approach
2.1.4. Interaction of Simulation Technology and Simulated Environment
2.2. Guidelines and Pillars for the Implementation of Simulation-Based Healthcare Education
- Accrediting institutions that conduct simulations.
- Certifying simulation instructors.
- Licensing simulation-based educational programs.
3. The Simulation-Based Education in Healthcare: A Legal Framework Perspective
- Incorporate simulation-based education across all levels of medical and healthcare education curricula.
- Adhere to specific standards when integrating the SBE approach into medical and healthcare curricula.
3.1. The Right of Safe and Quality Healthcare
- Treaty on the Functioning of the European Union (Article 6): This article grants the EU the authority to support, coordinate, or supplement the actions of Member States in various domains, including the crucial area of human health protection and improvement (European Union 2012a).
- Charter of Fundamental Rights of the European Union (Article 35): This article asserts that every individual has the right to access preventive healthcare and to benefit from medical treatment under conditions established by national laws and practices. It also mandates the assurance of a high level of human health protection in the formulation and execution of all EU policies and activities (European Union 2012b).
- Regulation (EU) 2021/522: Dated 24 March 2021, this regulation establishes the ‘EU4Health Programme’ for the period 2021–2027. It aims to enhance access to quality, patient-centred, outcome-based healthcare and related care services, with the goal of achieving universal health coverage. This regulation supersedes Regulation (EU) No 282/2014 (European Union 2021).
- Directive 2011/24/EU: Issued on 9 March 2011, this directive concerns the application of patients’ rights in cross-border healthcare. It outlines several critical provisions, including the responsibility of Member States to provide safe, high-quality, efficient, and adequately resourced healthcare to their citizens. It also emphasizes the need for continuous improvement in quality and safety standards in healthcare, in line with Council Conclusions and considering advances in international medical science, good medical practices, and new health technologies (European Union 2011).
- Council Conclusions on Common Values and Principles in European Union Health Systems (2006/C 146/01): This document establishes the fundamental values of universality, access to good quality care, equity, and solidarity in EU health systems. It emphasizes the importance of continuous training for healthcare staff, adherence to national standards, and the provision of advice on best practices in quality. The document also highlights the need for innovation, good clinical governance, and the systematic monitoring of healthcare quality. Safety is underscored as a key principle in this agenda (European Union 2006).
3.2. The Legal Framework concerning the Quality of Education in the Fields of Medical and Healthcare Education
- The first international normative instrument regarding the right to education, the 1960 UNESCO Convention against Discrimination in Education (CADE), serves as a cornerstone in the realm of educational rights and standards. This convention, transcending mere anti-discrimination mandates, actively promotes equality of opportunity and access to free primary education, while also safeguarding the rights of minority groups. Article 4 of the CADE is particularly noteworthy, as it not only establishes legally binding clauses but also delineates the responsibilities and actions required of States Parties. Among these obligations is the requirement to ensure that the standards of education are equivalent in all public educational institutions of the same level, and that the conditions relating to the quality of the education provided are also equivalent (UNESCO Digital Library 2014).
- In this context, it is essential to mention a document that all EU member states adhere to, namely the Standards and Guidelines for Quality Assurance in the European Higher Education Area. The primary objective of this document is to contribute to the common understanding of quality assurance for learning and teaching across borders and among all stakeholders. In this document it is mentioned that quality, whilst not easy to define, is mainly a result of the interaction between teachers, students, and the institutional learning environment. Quality assurance should ensure a learning environment in which the content of programs, learning opportunities, and facilities are fit for purpose (ENQA 2015).
- The Treaty on the Functioning of the European Union, particularly in Article 6, endows the Union with the competence to support, coordinate, or supplement Member States’ actions in several domains, including education and vocational training. Article 165 of the Treaty further specifies the Union’s role in contributing to the development of quality education by encouraging cooperation between Member States and, if necessary, supporting and supplementing their actions. This is to be achieved while fully respecting the Member States’ responsibility for the content and organization of their education systems, as well as their cultural and linguistic diversity (European Union 2012a).
- The Union’s significant strides in advancing quality education are exemplified by the implementation of the Bologna process. This process aims to establish a comparable, compatible, and coherent system of higher education across Europe, forming the European Higher Education Area (European Union 2015). The Bologna process, through its establishment of the European Qualifications Framework (EQF) and the European Credit Transfer and Accumulation System (ECTS), has been pivotal in standardizing quality assurance across European higher education institutions, thereby enhancing the quality and relevance of learning and teaching (European Commission n.d.a).
- 4.1.
- The European Qualifications Framework (EQF) is a comprehensive, eight-level framework that is based on learning outcomes and functions as a translation tool among different national qualification frameworks. Its primary role is to enhance the transparency, comparability, and portability of qualifications across various countries and institutions, thereby facilitating a more unified educational landscape in Europe (European Union n.d.). The EQF defines a qualification as the formal outcome of an assessment and validation process obtained when a competent body determines that an individual has achieved learning outcomes to given standards. The EQF, and all National Qualification Frameworks (NQFs) that have been referenced to it, follow a learning outcomes approach. This means that both the content and the level of a qualification reflects what holders are expected to know, understand, and be able to do (learning outcomes). Qualifications usually take the form of certificates and diplomas awarded following education, training, learning, and (sometimes) work. The content and the level of qualifications that are part of a quality assured framework are trusted sources of information. They act as a form of currency that individuals can use for employment or further learning purposes. Thanks to the EQF, employers can more easily compare foreign qualifications to national ones and better understand the skill profiles of candidates (European Commission 2018). Thanks to the EQF, employers can more easily compare foreign qualifications to national ones and better understand the skill profiles of candidates (European Commission 2018).
- 4.2.
- The European Credit Transfer and Accumulation System (ECTS) is a standardized system designed to compare the study the attainment and performance of students across the European Union and other collaborating European countries. Its primary objective is to foster transparency in learning, teaching, and assessment processes, thereby promoting high-quality education (European Commission 2015). ECTS facilitates the recognition and transfer of credits earned at one higher education institution towards a qualification pursued at another institution, playing a crucial role in the Bologna Process, aimed at enhancing the international comparability of national education systems (European Commission n.d.b).
- Learning outcomes encompass knowledge, know-how, information, values, attitudes, skills, and/or competences that an individual has acquired and/or can demonstrate upon completing a learning process, whether formal, non-formal, or informal.
- Learning outcomes are statements that describe what a learner knows, understands, and is capable of doing upon completing a learning process. These statements are defined in terms of knowledge and skills, as well as responsibility and autonomy (European Centre for the Development of Vocational Training 2022).
3.3. Aspects Justifying the Need for Simulation-Based Education Stage
- It is customary that the teaching and learning process is organized in two stages—theory and practice or work-based learning. However, the question becomes relevant of how to ensure that the acquisition and evaluation of knowledge and skills in such a model does not threaten the quality of healthcare, patient rights, and patient safety. This is particularly true of technical clinical skills such as anaesthesiology and reanimatology, surgery, gynecology, obstetrics, etc.
- There are countries where a simulation-based educational approach is integrated into medical and healthcare education curricula in certain educational institutions, but not all medical and healthcare educators have access to a simulated environment that integrates simulation technologies.
- As a whole, there is no conceptualized comprehensive system, which means that the teaching and learning process should take place in three successive stages—theory, simulation-based learning and practice, and work-based learning. There are also no defined quality criteria that must be considered if a simulation-based educational approach is implemented in medical and healthcare education—neither in terms of content; in terms of procedural arrangements; nor in terms of rights, duties, and responsibilities.
- Even if a simulation-based educational approach is provided in medical and healthcare curricula, given that there are no uniform standards observed, learning outcomes acquired during the simulation- based stage is not comparable according the EQF and ECTS.
- While some medical and healthcare curricula have incorporated a simulation-based educational approach, the comprehensive and in general integration of the SBE component into the education of healthcare professionals necessitates the acknowledgment of the SBE concept within the legal framework.
4. Limitations
5. Conclusions
- One of the United Nations’ sustainable development goals is to ensure healthy lives and promote well-being for all at all ages. One of the sub-goals of this objective focuses on providing access to quality essential healthcare services for everyone (United Nations 2022a).
- One of the United Nations’ sustainable development goals is to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all (United Nations 2022b).
- According to Paragraph 16 of the European Pillar of Social Rights, everyone possesses the right to timely access to affordable, preventive, and curative healthcare services of good quality (European Commission n.d.c).
- According to Paragraph 16 of the European Pillar of Social Rights, every individual has the right to quality, inclusive education, training, and lifelong learning (European Commission n.d.c).
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Conflicts of Interest
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Slavinska, A.; Palkova, K.; Grigoroviča, E.; Edelmers, E.; Pētersons, A. Narrative Review of Legal Aspects in the Integration of Simulation-Based Education into Medical and Healthcare Curricula. Laws 2024, 13, 15. https://doi.org/10.3390/laws13020015
Slavinska A, Palkova K, Grigoroviča E, Edelmers E, Pētersons A. Narrative Review of Legal Aspects in the Integration of Simulation-Based Education into Medical and Healthcare Curricula. Laws. 2024; 13(2):15. https://doi.org/10.3390/laws13020015
Chicago/Turabian StyleSlavinska, Andreta, Karina Palkova, Evita Grigoroviča, Edgars Edelmers, and Aigars Pētersons. 2024. "Narrative Review of Legal Aspects in the Integration of Simulation-Based Education into Medical and Healthcare Curricula" Laws 13, no. 2: 15. https://doi.org/10.3390/laws13020015