Simulation in Healthcare - 0990076

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Module summary

This module aims toequip healthcare educators with the required knowledge and skills to design, deliver and debrief clinical simulation activities for undergraduate and postgraduate healthcare professionals, in clinical and non-clinical settings,

Module will run

Occurrence	Teaching period
A	Semester 2 2026-27

Module aims

To equip healthcare educators with the required knowledge and skills to design, deliver and debrief clinical simulation activities for undergraduate and postgraduate healthcare professionals, in clinical and non-clinical settings,

Module learning outcomes

By the end of the programme, the students will be able to:

1. Evaluate current evidence on the use of simulation across its varied applications in healthcare
2. Discuss the technological elements of simulation and critically apply its use when delivering simulation activity.
3. Design simulation for transformational outcomes, in order to improve systems, culture and safety.
4. Describe principles and common models of effective debriefing.
5. Facilitate a safe and effective simulation debrief using advocacy with enquiry.
6. Plan, deliver and evaluate a complete simulation episode

Module content

Indicative content:
Introduction, history and role of simulation in healthcare:

• Definitions of simulation and related terminology
• Historical perspective and evolution of simulation to current practice
• The simulation spectrum
• How to apply different simulation modalities to most effectively meet needs and outcomes
• Stakeholder perspectives on simulation in healthcare

Designing a simulation scenario:

• The stages of scenario development
• Critical appraisal of available evidence on best practice in development of simulation scenarios and programmes
• Balancing learning outcomes with appropriate application of technology and optimum use of fidelity, to deliver simulation efficiently
• Short exercises and tasks throughout module to assist students in application of best practice

Modalities, technologies and environments:

• Overview of currently available simulation modalities and technologies, with a focus on aligning technological choices with educational objectives
• Analysis of technology selection based on intended learning outcomes
• Simulation in community settings, primary care and lower-acuity environments
• Exploration of emerging trends in simulation, including:
  • Artificial intelligence (AI) applications in simulation.
  • Future perspectives on the evolution of simulation-based education

Debriefing:

• Definition and importance of debriefing in simulation-based education
• Review and critical analysis of established debriefing models based on current evidence
• Evaluation of the advantages and educational impact of structured debriefing
• Reflective practice exercises to:
  • Apply theoretical debriefing models
  • Navigate the stages of effective debriefing

Highlights of simulation:

• Key applications of simulation and challenges with implementation
  • The role of simulation in research
  • Simulation for quality improvement
  • Human factors, ergonomics and safety
  • Interprofessional education

Format

Optional face to face for blended learners. Distance learning alternative as described in 11, above.

Online tasks including short assignments, reflective exercises and lecture format/delivered content. Mentor interactions, will build on the content delivered and help the student translate learning into simulation delivery within their own working environment or educational role.

The online lectures will be enriched with a range of pre-recorded videos for each topic taught, demonstrating the application of theory and allowing the student to visualise the applications of simulation within their setting, department or organisation.

These videos/demonstrations will be covering different topics within the lectures:

1. Illustration of the different faculty roles in simulation
2. Designing and debugging a scenario
3. Delivering a high fidelity simulation activity in the simulation centre
4. Delivering simulation in a community or primary care setting
5. Delivering a technical or procedural skills course
6. Debriefing a scenario, including embedded reflective exercises on practising debrief techniques
7. In situ simulation, including interviews with all participants exploring advantages, challenges to implementation and varied perspectives

Interprofessional simulation scenario, including expert opinion and multidisciplinary feedback

Indicative assessment

Task	% of module mark
Essay/coursework	100.0

Special assessment rules

None

Indicative reassessment

Task	% of module mark
Essay/coursework	100.0

Module feedback

Observation of teaching in the students’ clinical /academic environment via a template they have created themselves.

Feedback in writing on the formative assessment.

Feedback in writing on the summative assessment.

Contemporaneous feedback during/at conclusion of the optional face to face day (with virtual option for students who cannot attend).

Indicative reading

McGaghie, W.C., Issenberg, S.B., Petrusa, E.R. and Scalese, R.J., 2010. A critical review of simulation-based medical education research: 2003–2009. Medical Education, 44(1), pp.50-63.

McGaghie, W.C., Issenberg, S.B., Barsuk, J.H. and Wayne, D.B., 2014. A critical review of simulation-based mastery learning with translational outcomes. Medical Education, 48(4), pp.375-385.

Issenberg, S.B. and Scalese, R.J., 2008. Simulation in health care education. Perspectives in Biology and Medicine, 51(1), pp.31-46.

Issenberg, S.B., McGaghie, W.C., Petrusa, E.R., Gordon, D.L. and Scalese, R.J., 2005. Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Medical Teacher, 27(1), pp.10-28.

Watts, P.I., McDermott, D.S., Alinier, G., Charnetski, M., Ludlow, J., Horsley, E., Meakim, C. and Nawathe, P.A., 2021. Healthcare simulation standards of best practiceTM simulation design. Clinical Simulation in Nursing, 58, pp.14-21.

Luctkar-Flude, M., Tyerman, J., Verkuyl, M., Goldsworthy, S., Harder, N., Wilson-Keates, B., Kruizinga, J. and Gumapac, N., 2021. Effectiveness of debriefing methods for virtual simulation: A systematic review. Clinical Simulation in Nursing, 57, pp.18-30.

Niu, Y., Liu, T., Li, K., Sun, M., Sun, Y., Wang, X. and Yang, X., 2021. Effectiveness of simulation debriefing methods in nursing education: a systematic review and meta-analysis. Nurse Education Today, 107, p.105113.

McGaghie, W.C., Issenberg, S.B., Petrusa, E.R. and Scalese, R.J., 2010. SBME complements clinical education but cannot substitute for training grounded in patient care in real clinical settings. Medical Education, 44(1), pp.50-63.

Kobayashi, Leo, et al., Use of in situ simulation and human factors engineering to assess and improve emergency department clinical systems for timely telemetry-based detection of life-threatening arrhythmias, 2013. BMJ Quality & Safety, 22(1), pp.72-83.

Patterson, M. D., Geis, G. L., Falcone, R. A., LeMaster, T., & Wears, R. L., In situ simulation: detection of safety threats and teamwork training in a high-risk emergency department, 2013. BMJ Quality & Safety, 22(6), pp.468-477.

Ventre, K. M., Barry, J. S., Davis, D., Baiamonte, V. L., Wentworth, A. C., Pietras, M., Barley, G. Using in situ simulation to evaluate operational readiness of a children's hospital-based obstetrics unit, 2014. Simulation in Healthcare, 9(2), pp.102-111.

Farooq, O., Thorley-Dickinson, V.A., Dieckmann, P., Kasfiki, E.V., Omer, R.M. and Purva, M., 2017. Comparison of oral and video debriefing and its effect on knowledge acquisition following simulation-based learning. BMJ Simulation & Technology Enhanced Learning, 3(2), p.48.

Lee, J., Lee, H., Kim, S., Choi, M., Ko, I.S., Bae, J. and Kim, S.H., 2020. Debriefing methods and learning outcomes in simulation nursing education: a systematic review and meta-analysis. Nurse Education Today, 87, p.104345.

Lohre, R., Bois, A.J., Pollock, J.W., Lapner, P., McIlquham, K., Athwal, G.S. et al., 2018. Effectiveness of immersive virtual reality on orthopedic surgical skills and knowledge acquisition among senior surgical residents: A randomized clinical trial. Journal of Bone & Joint Surgery, 100(8), pp.674-680.

Kaplan, A.A., Cruit, J., Endsley, M.A., Beers, S.M., Sawyer, B.D. and Hancock, P.A., 2019. The effects of virtual reality, augmented reality, and mixed reality as training enhancement methods: A meta-analysis. Human Factors, 61(4), pp.606-620.

Romand, M., Dugas, D., Gaudet-Blavignac, C., Rochat, J. and Lovis, C., 2020. Mixed and augmented reality tools in the medical anatomy curriculum. Anatomical Sciences Education, 13(4), pp.441-453.