Comparision and Contrast between Police and Medical Simulation
Bibliographic record
Abstract
To the Editor: Recently I (D.H.) had an opportunity to observe and participate in simulation exercises with the Edmonton City Police Tactical Team. The exercises were part of the regular training for new recruits into the Tactical Team program. Each recruit is a member of the Edmonton City Police force with an average of 7 years seniority. These exercises and particularly the debriefing session demonstrated many similarities with medical simulation. The group leaders are interested and dedicated officers with previous tactical experience who also oversee all other aspects of the training program. Each simulation scenario started with a prebriefing followed by the exercise. The debriefing was a group activity with all participants standing in a circle to facilitate expression of opinion. The scenario and performance was reviewed in detail step by step. When issues were identified, the group discussed alternatives and repeated key steps to ensure the learning objectives were met. The main themes throughout the debriefing session mirrored crisis resource management issues addressed in healthcare. The majority of the session was spent discussing knowledge and reasoning deficits, resource allocation, fixation errors, and problems with priority formation. I did observe several differences in the debriefing session I attended versus those in healthcare Crisis Resource Management courses I have seen. The Tactical Team leaders were more critical and less supportive of learner errors. No time was spent familiarizing the learners with the concept of simulation nor was there any discussion about the deficiencies in the simulation. In other words, complete familiarity and acceptance of simulation by the trainees is assumed by their instructors. As Edmonton City Police officer are exposed to simulated training situations throughout their career and, by the time they come to the Tactical Team, they are conditioned to automatically treat the simulation as reality. This experience reinforces that issues and themes in medical simulation cut across other professions and their simulations, not just aviation. Pioneers of simulation in medicine have widely acknowledged that they borrowed the ideas and techniques from other domains, and practitioners of simulation in healthcare should continue looking to other professionals for collaboration and ideas. Darren Hudson, BSc (Hons), MD, FRCP Dave Berry From the Department of Critical Care Medicine, University of Alberta (D.H.) and the Edmonton Police Service Tactical Team Unit (D.B.), Canada.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.002 | 0.005 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".