WELCOME TO THE WORLD OF CUTTING EDGE TECHNOLOGY!
Meet STAN, the human patient simulator. He has real life signs, like a human being, he breathes, his eyes blink, he has a pulse, a heartbeat, and responds physiologically to treatment.
Use the menu on the upper left to learn the facts about STAN, schedule a class or demonstration, or find where STAN is located.
Read below to view comments from two enthusiastic faculty members who utilize our Human Patient Simulator in their courses.
Thank you,
Bill Oberding
Human Patient Simulator Program Director
"During the first year of medical school, the Systems Physiology course offers students their introduction to the human patient simulator. The class is broken up into groups of 8 students for an hour long encounter with STAN. Students learn about STAN's basic capabilities and record normal vital signs. STAN is then reprogrammed to simulate, in succession, four different clinical scenarios that might be encountered in the emergency room. The students are asked to evaluate STAN's altered condition and to apply the principals they have learned in their physiology course to diagnose the cause of STAN's condition and to suggest possible treatments that could improve his condition. Because STAN is equipped with a Drug Recognition System, students are also permitted to select from a list of 50 drugs, speculate on the physiological effects of a drug, and then they can observe how this alters his vital signs."
Kathleen Keef, Ph.D.
Systems Physiology Course Coordinator
"The human patient simulator provides an extremely valuable experience for third year medical students during the Internal Medicine Clerkship. I utilize STAN to go through simulated emergency situations with students. Students work in pairs with one taking the lead role in decision making. They enter the simulation room, interview the simulated patient, perform a physical exam, and order tests just as they would in a true emergency room or hospital. STAN responds to the students both verbally and physiologically through a microphone and computer system from an adjacent control room. Through this exercise, students practice thinking through differential diagnoses and therapeutic decision making in real time. After students have completed the exercise I give them feedback on ways to improve their skills. All our students have responded positively to these exercises and have asked to practice more cases."
Kirk Bronander, M.D.
Internal Medicine Clerkship Coordinator
