Simulation in medical education

Simulation-based learning (SBL) is regularly integrated into the undergraduate curriculum of diverse health professions education programmes where students learn diverse clinical skills, such as patient assessment, procedural skills, and teamwork. Establishing well-defined goals is central to the simulation instructional design process and should be done early on because it helps inform later decisions about which simulation method and modalities to use and helps inform decisions about assessment and feedback. Designing a simulation activity or curriculum also requires considering which simulation method(s) will best support the goals and objectives outlined at the beginning. This chapter presents a comparison of skills-based and scenario-based simulations, looking at reasons for use, common examples, and rules of participation that should be considered when designing a course or curriculum that integrates SBL. Some common applications of SBL include supporting patient safety and quality programmes, skills training and competency assessment, ameliorating clinical teaching constraints, and supporting the development of interprofessional collaborative practice.