Demystifying simulators for educators in healthcare

Abstract

When entering the world of simulation development and scenario design for the first time, healthcare educators are often confronted with the perplexing diversity of simulation, which includes a vast array of educational experiences for learners. This essay seeks to demystify the growing number of technologies and simulators (commonly known as simulation modalities). Simulators can be classified as computer-based simulation, simulated participants (SP), simulated clinical immersion or procedural simulation, in addition to ‘mixed’ and ‘hybrid’ simulations. Each modality has intrinsic benefits and limitations, but ultimately their use must be guided by the desired learning outcomes of the learning experience, together with the appropriate realism required for the simulation. No matter the simulator being used, the ultimate experience of the learner is still arguably wholly dependent on good curriculum development, instructional design and scenario delivery.