12. Providing Effective Simulation Activities

  1. Kirsty Forrest3,
  2. Judy McKimm4 and
  3. Simon Edgar5
  1. Walter J. Eppich1,
  2. Lanty O'Connor2 and
  3. Mark Adler1

Published Online: 19 JUL 2013

DOI: 10.1002/9781118748039.ch12

Essential Simulation in Clinical Education

Essential Simulation in Clinical Education

How to Cite

Eppich, W. J., O'Connor, L. and Adler, M. (2013) Providing Effective Simulation Activities, in Essential Simulation in Clinical Education (eds K. Forrest, J. McKimm and S. Edgar), John Wiley & Sons, Ltd, Oxford, UK. doi: 10.1002/9781118748039.ch12

Editor Information

  1. 3

    Professor, Director of Medical Education, Australian School of Advanced Medicine, Macquarie University, Sydney, Australia

  2. 4

    Dean and Professor of Medical Education, Swansea University, Swansea, UK

  3. 5

    Consultant Anaesthetist, Education Coordinator, Scottish Clinical Simulation Centre, Director of Medical Education at NHS Lothian, Edinburgh, UK

Author Information

  1. 1

    Ann & Robert H. Lurie Children's Hospital of Chicago, Chicago, USA

  2. 2

    Northwestern University Feinberg School of Medicine, Chicago, USA

Publication History

  1. Published Online: 19 JUL 2013
  2. Published Print: 15 NOV 2013

ISBN Information

Print ISBN: 9780470671160

Online ISBN: 9781118748039



  • debriefings;
  • safe learning environment;
  • simulated learning environment;
  • simulation scenarios;
  • simulation‐based training


This chapter focuses on the practical implementation of simulation‐based training with primary focus on those aspects of the learners' course experience that promote learning. It provides practical guidance for the implementation of simulation‐based training in healthcare. The chapter uses the simulation setting model outlined by Dieckmann as a framework to addresses setting the stage for high‐impact educational sessions; establishing rapport with learners and creating a safe learning environment; and orienting participants to the simulated learning environment. Implementing simulation scenarios; facilitating debriefings that stimulate reflection and performance improvement; promoting engagement and meaningful learning; and leveraging technology to augment educational outcomes are also addressed using the framework. The chapter emphasizes the inherent learner‐centeredness of simulation as an educational strategy.