Clinical Training Facility

Why Simulation?

Simulation-based health professions education is one modality through which we can teach, train, and assess learners. By recreating (simulating) a real patient encounter or aspects of a procedure, we enable learners to apply knowledge in a way that cannot be done in a classroom setting.  Through simulation, learners are exposed to a breadth of clinical problems, which is especially important for infrequent, critical events.  Simulation allows learners to practice in a safe, controlled environment without endangering patients.1,2

Simulation allows learners to demonstrate knowledge application and skill development while also providing an ideal setting for a low teacher-to-learner ratio and direct observation, assessment, and feedback. Most importantly, simulation training produces knowledge gains that transfer to patient care settings and improves patient care outcomes.1,3-5

Simulation education is highly rated by learners of all experience levels, who experience the benefits of this educational approach first-hand.

  1. Aggarwal, R., et al. (2010). Training and simulation for patient safety. Quality and Safety in Health Care, 19, I34-I43. doi:10.1136/qshc.2009.038562
  2. Wayne, D. B., & Mcgaghie, W. C. (2010). Use of simulation-based medical education to improve patient care quality. Resuscitation,81(11), 1455-1456. doi:10.1016/j.resuscitation.2010.07.012
  3. McGaghie, W.C., Issenberg, S.B., Petrusa, E.R., Scalese, R.J. (2010). A critical review of simulation-based medical education research: 2003-2009. Medical Education, 44(1), 50-63. doi:10.1111/j.1365-2923.2009.03547.x
  4. Mcgaghie, W. C., et al. (2011). Does simulation-based medical education with deliberate practice yield better results than traditional clinical education? A meta-analytic comparative review of the evidence. Academic Medicine,86(6), 706-711.

Brydges, R., et al. (2015). Linking simulation-based educational assessments and patient-related outcomes: a systematic review and meta-analysis. Academic Medicine, 90(2), 246-256