Curricula must not only provide students with background knowledge, but it must also foster the development of clinical and critical thinking skills that are necessary to provide optimal patient care. Simulation becomes more prominent throughout the health care world because of its ability to closely replicate the clinical experience. Practitioners of simulation, or ‘simulationists’, use a recipe consisting of clinically important medical cases, lessons learned from other high-reliability organisations, computer-driven full-body manikin simulators and realistic procedural task trainers to create memorable learning experience that can be transferred directly to patient care. The paradigm of creating a realistic environment where the students were required to interpret the monitored data and physically perform tasks simultaneously forced subjects to ‘reallocate time and attention’ and perform as if it were a real situation. Research on medical expertise and simulation training in technical procedures and diagnosis provide exciting opportunity. Simulation-based research is rapidly expanding but the quality of reporting needs improvement. The overarching goal of simulation research is to improve simulation as a teaching and learning strategy.
Simulation-based learning, Debriefing, Experiential learning, Adult learning, Simulation-based research
