Simulation-based education is a powerful pedagogical tool that allows students to practice skills in real-life scenarios. Simulation fosters deeper learning by providing immersive, experiential activities that closely mimic professional environments. The integration of simulation can influence how students develop skills and apply theoretical knowledge in practice settings.

Simulation-based education bridges the gap between classroom learning and clinical practice. When students enter internships or clinical rotations, their supervisors expect that students can hit the ground running with a solid knowledge base and the ability to think critically. Simulation allows students to hone these skills in a controlled, safe environment.

By replicating real-world scenarios, students can make mistakes and learn from them without risk. This approach aligns with Kolb’s Cycle of Experiential Learning which consists of four stages: concrete experience (the simulation), reflective observation (review of the experience), abstract conceptualization (what was learned), and active experimentation (apply the new knowledge or skill).

Designing an effective simulation learning activity involves careful preparation and execution. Below, we explore four key steps: planning, briefing, simulation, and debriefing.

Planning: Developing the Foundation

The first step to a successful simulation learning activity is careful planning. Instructors must select the appropriate scenario, identify specific learning objectives, and determine equipment and staff needs. It is important to stay focused on the objectives and performance domains to avoid tackling too many skills in a single simulation, which can minimize the impact on the learner. For example, an interprofessional healthcare simulation involving multiple students may focus on key skills such as communication and teamwork with less emphasis on individual student’s patient-handling skills.

Prebrief: Setting the Stage

The prebrief phase is where the students are introduced to the objectives, expectations, and logistics of the activity. Ground rules are established to create a psychologically safe environment where participants feel comfortable making mistakes and learning from them. A confidentiality and fictional contract can be signed by participants, ensuring they treat the simulation scenario as real and maintain the integrity of the case by not communicating details to other students.

Simulation: Leaning in Action

During the simulation, students step into their professional roles, applying their knowledge and skills in real time. In many cases, students are filmed using simulation software, such as Simcapture, where the instructor can view the student’s performance from a control room and take notes within the program. High-fidelity mannequins, standardized patients, and virtual reality platforms are a few tools that can enhance the fidelity of these experiences. However, expensive equipment is not always necessary depending on the setting and objectives of the simulations. iPads have been successfully used to view and record the simulations and teaching assistants, or upperclassmen can play the role of the patient or client requiring minimal financial investment from the program.

Debrief: Reflection and Learning

Debriefing is the most critical component of the simulation process. Immediately after the simulation, students and instructors engage in a structured reflection, discussing what went well, what could be better, and how the lessons learned can be applied to future practice. Feedback is always constructive and reflects the action, not the person. Peer feedback can also be valuable, fostering a collaborative learning environment where participants learn from one another.

By integrating simulation into professional programs, educators can enhance student learning, build confidence, and foster a culture of excellence. Harnessing the power of simulation can promote the next generation of professionals ready to tackle the demands of the real world.