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Simulation in Orthopaedic Education: An Overview of Theory and Practice
James D. Michelson, MD1
1 Department of Orthopaedic Surgery, The George Washington University School of Medicine and Health Sciences, George Washington University Hospital, 900 23rd Street N.W., Room 6200, Washington, DC 20037. E-mail address: OrthoPod@comcast.net
The Journal of Bone & Joint Surgery.  2006; 88:1405-1411  doi:10.2106/JBJS.F.00027
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"When was the last time your airline pilot crashed?" The usual response to that from non-aviation people is "I hope never!" However, the true answer is "Within the last six months... in a simulator." For over two decades, the aviation industry has recognized that the only way to adequately train their pilots to react appropriately to critical emergencies, which occur infrequently, is to expose them to those emergencies in a simulated virtual reality environment. Not only is it less expensive than crashing real planes, but it permits complete control over the environment and provides the means to collect relevant data about what the pilot does for subsequent educational feedback. Ultimately, it is used for credentialing pilots to fly commercial airliners.
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    These activities have been planned and implemented in accordance with the Essential Areas and policies of the Accreditation Council for Continuing Medical Education (ACCME) through the joint sponsorship of the American Academy of Orthopaedic Surgeons and The Journal of Bone and Joint Surgery, Inc. The American Academy of Orthopaedic Surgeons is accredited by the ACCME to provide continuing medical education for physicians.
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