Event is co-sponsored by The Dartmouth Institute for Health Policy and Clinical Practice, and The Nelson A. Rockefeller Center for Public Policy and the Social Sciences.  Lunch will be served.

Abstract
The past century has witnessed tremendous advances in health care, such as anaesthetics, antibiotics, imaging and minimally invasive surgery. Despite this, medical training remains static – learning through observation and imitation of ones mentors. Since the late 20th century, the discovery of rates of medical error ranging from 7 to 16% have brought to the forefront a clear focus of the need to improve the quality and safety of heath care delivery.

It is clear that the current system of medical education needs to be revised – to move away from a time-based, variable competence model, toward a fixed-competence and time-variable approach. A first step is to define medical competence, and then to design and implement processes of learning which achieve the given end. With respect to simulation-based training, a key aspect is not only to provide a safe and educationally orientated learning environment, but for this to be time- and cost-effective. The utilisation of simulation for certification and reaccreditation, replay of adverse events, and testing of new clinical processes is to date immature in the majority of health care environments. It is necessary to determine the ideal facets for medical education, within a modern health care system.

Biography
Rajesh Aggarwal began his medical training at Selwyn College, Cambridge University and completed clinical studies at The Royal Free Hospital School of Medicine, London, graduating with Honours. Subsequently he has completed basic surgical training in London teaching hospitals, and a PhD thesis at Imperial College London entitled ‘A Proficiency-Based Technical Skills Curriculum for Laparoscopic Surgery’. His work has been published in 200 peer-reviewed papers, including Annals of Surgery, British Journal of Surgery and New England Journal of Medicine. In 2010 he was elected to the prestigious National Institute of Health Research Clinician Scientist Fellowship, awarded by the Department of Health, U.K.

The research has focused upon the use of simulation techniques to train and assess surgical performance. This has led to the development and subsequent definition of proficiency-based curricula in surgical specialties. The work has shown that the learning curve for interventional procedures can be reduced by up to 40%, with the potential to reduce risk and enhance patient safety. The incorporation of simulated operating suites into the assessment of technical skill enables healthcare professionals to train and be assessed in realistic environments. Emerging academic interests include the importance of design solutions to healthcare environments, and the economic impact of simulation-based training programs.

Dissemination of research is actively pursued through membership of committees directed by the Department of Health, the Royal College of Surgeons of England, the Society of American Gastrointestinal Endoscopic Surgeons, together with the delivery of presentations to a number of audiences worldwide.

In his current role at McGill University, he directs a multi-disciplinary medical simulation centre, with the intention to drive forward the congruent missions of education, research and innovation. A key aspect is to develop strategies for the adoption and implementation of simulation to enhance patient safety, at a systems level.