Simulation education is currently flourishing in the United States and around the world. Simulation technology has improved, and its costs have dropped. When faced with demands for more accountability for quality education and increased enrollment, disciplines and specialties are embracing the idea of simulation as a valuable tool. Frequently, institutions develop simulation programs based on a narrow understanding of the technology and teaching potential of this tool. The purchase of simulation equipment often precedes the development of a sound program “vision” and plan. Only after understanding the tools and equipment can a meaningful plan be developed. This article introduces and clarifies the different types of simulation equipment, and attempts to make sense of the roles and limitations of these technologies. It is through this knowledge that educators and program directors can best develop programs that are educationally meaningful. Similarly, a good understanding of simulation technology and terminology will likely lead to more thoughtful and cost-effective purchases.

Medical simulation replicates normal and abnormal physiology and pathology. It is a tool that is intended to increase experiential learning. Establishing a functional and useful simulation program involves many factors. This paper presents a detailed introduction to the concepts and methodology of simulation in medicine.

Patient-centered care (PCC) is increasingly being highlighted as an important model to improve quality of health care having been linked to improved patient satisfaction, better health outcomes, and cost-effective care (

Simulation education is becoming increasingly popular. Many institutions and programs find themselves in a situation where they have an identified need for the simulation education but few resources to reference. Most programs purchase first and ask questions later, leaving faculty with equipment with which they are unfamiliar and few, if any, resources to contact. Developing a simulation program involves more steps than one would think. Developing a vision and business plan are paramount. Only with a well-developed business plan will decision maker buy-in occur. Consideration must also be given to facility construction or renovation, equipment purchase, faculty development and training, and most important, curriculum development. These steps are not intuitive. This article describes these steps in a concise and manageable way and is intended to serve as a template that hopefully will increase the likelihood of developing successful and efficient simulation education programs.