Simulator training, patient safety, and teaching

As one of Germany's first simulation and training centers (founded in 1997 by Prof. Schüttler), our anesthesiology clinic has a long scientific tradition in the field of simulation-based research. As early as the late 1990s, the first projects were established here—in close collaboration with psychologists from the University of Bamberg—in which simulation was specifically used as a research tool to

investigate human behavior,
team dynamics, and
safety-related processes

in a clinical context.

Our approach

Simulation serves as a targeted methodological tool for us to reproduce complex clinical situations in a controlled and reproducible manner. Under these conditions, we can systematically record, analyze, and further develop learning, action, and decision-making processes.

One focus of our teaching research is on evidence-based knowledge and skills transfer. This includes both digitally supported learning formats and specially developed simulation-based scenarios. In this way, we combine scientific findings with modern didactic concepts that are continuously incorporated into continuing education and university teaching.

Simulation and teaching research were integrated into specialist medical training at our clinic at an early stage and in a structured manner, and were also integrated into student training. This gives us the opportunity to continuously evaluate and further develop the effectiveness of different teaching strategies. The aim is to ensure high-quality, safe, and responsible medical training that meets the current requirements of patient safety and modern patient care.

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Scientific focus

Our scientific work focuses on the question of how simulation and structured training formats contribute specifically to improving patient safety—both at the individual level (non-technical and technical skills) and systemically (team dynamics, decision-making processes, risk and safety culture).

Team dynamics and safety culture
A recurring theme is the influence of hierarchy within a team on the willingness to openly express concerns (“speaking up”) — which is central to a safety culture in which mistakes can be avoided and detected at an early stage.
Crisis management and emergency situations
We investigate how simulation training plus structured debriefings help to optimize decision-making processes in critical situations — e.g., in high-risk anesthesia or emergencies. In addition, we have developed and evaluated a digital memory and decision-making aid for emergencies (“Cognitive Aid” / “eGENA”).
Education and learning strategies
Our research also addresses didactic issues—such as which teaching strategies (e.g., classical vs. simulation-based) are particularly suitable for teaching skills such as prioritization (e.g., in triage). A corresponding study by the group showed that simulation- and action-oriented concepts are effective.