The UST Faculty of Medicine and Surgery introduced its first postgraduate course on simulation in medical education, marking a major step in integrating technology-driven learning into Philippine medical education.
The course, named in honor of alumnus Dr. Peter Fang, demonstrated simulation as a tool that allows students to practice clinical procedures safely and repeatedly before handling real patients, aligning with global standards for competency-based training.
Held on Sept. 25 and Oct. 10 to 11 at the Sts. Cosmas and Damian Center for Simulation and Research, the course was spearheaded by Medicine Dean Ma. Lourdes Maglinao and Prof. Melvin Marcial, the center’s director.
The inaugural program was designed to equip medical educators with practical, simulation-based learning approaches, including standardized patient design, scriptwriting, debriefing, and ethical integration.
Marcial said the approach trains students to master medical procedures “in a safe learning environment where the safety of patients is the foremost priority.”
“Simulation is the way to go. We are advocating mastery in a safe learning environment wherein the safety of the patients are foremost prerogative,” Marcial told the Varsitarian.
The course opened with workshops on leadership in simulation programs, standardized patient scripting, and debriefing designed to strengthen teamwork, empathy, and reflection in clinical training.
Maglinao said the initiative aims to transform traditional instruction into interactive, real-world learning.
“We are now on the threshold of transformation, where imagination meets innovation and where education breaks free from the limitation of tradition,” she said in her opening remarks.
During the “Debriefing for Lasting Learning” session, facilitators emphasized that debriefing is the “heart and soul” of simulation, as it allows students to process their experiences and link performance with professional growth.
Bridging theory and practice
Originally scheduled for an earlier date, the main sessions were postponed to October due to Severe Tropical Storm “Opong.” The sessions included lectures on simulation strategies, faculty development, and their applications across key medical specialities, including internal medicine, surgery, and obstetrics and gynecology (OB-GYN).
Dr. Larry King discussed strategies to prevent information overload and enhance decision-making under pressure, while Prof. Remedios Dee-Chan stressed that simulation must be interprofessional and team-based to reflect real healthcare settings.
In his talk on surgical simulation, Dr. Karl Morales said the method bridges the gap between theory and practice.
“Students can practice and master skills in a risk-free environment, so when they go to the ward, they have the confidence to do it properly,” Morales said.
Marcial, in his lecture on internal medicine simulation, underscored the importance of lifelong learning and continuing professional development.
Dr. Maria Teresa Luna highlighted how OB-GYN has long employed simulation to train physicians to handle the dual responsibility of caring for both mother and child.
Ethics, AI, and interprofessional learning
The final day centered on ethics, artificial intelligence (AI), and interprofessional education.
Asst. Prof. Earl Siempo outlined the ethical framework for simulation, emphasizing the principle of “do no harm.”
He said trainees and standardized patients must be protected from psychological and physical risks, warning that overly realistic or deceptive scenarios can trigger distress.
“Ethics is not an add-on,” Siempo said. “We look into anchoring principles that protect both learners and standardized patients, always with patient safety as the starting point.”
Asst. Prof. Maria Cristina Marañon discussed the integration of AI in simulation, presenting it as a support system that strengthens analysis and reflection rather than replacing human educators.
“As medical educators, AI will now help us be smarter, assess deeper, and be better prepared,” Maranion said. “What we need to guide them (students) with would be critical thinking kung bakit ‘yun ‘yung napiili nilang AI, empathy, and, of course, clinical judgment.”
Dr. Joserée Ann Catindig explored how interprofessional education prepares students from different health disciplines to collaborate effectively.
“In simulation, it enables health care students from diverse fields to learn teamwork, communication, and role understanding in realistic clinical settings,” she said.
The program culminated in a moulage workshop, where participants simulated emergency scenarios using mock injuries and prosthetic wounds. The activity tested diagnostic accuracy, clinical reasoning, and creativity while emphasizing safe, hands-on learning.
Maglinao said simulation embodies the University’s Thomistic formation of “competence, compassion, and commitment,” ensuring that future physicians are not only skilled but also guided by conscience.
“Simulation is not just a tool. It transforms classrooms into operating rooms, learners into leaders, and practice into mastery,” Maglinao said. Kirsten Therese C. Barrameda, Louisse Raye Shara C. Santos, and Mary Dawn S. Santos with reports from Marielle F. Pesa
