Facilitated debriefing is a way to take the lessons of an event and create a structured plan for self-improvement. Facilitator-led feedback includes discussion of events, reflection, and assimilation of activities enable long-term learning. Feedback about performance can be received from an instructor, a peer, or a computer either during or after the simulation.
The opportunity to practice in one’s workplace in short, repetitive sessions known as low dose, high frequency training has been demonstrated not only to maintain competence, but also to improve performance.
Training should be done over a period of time which is at least more than one day of simulation activity. Immersive simulation practice is on-demand made available whenever and wherever it is required.
Best outcomes with simulation occur when it is systematically integrated as an integral element of the curriculum or training program. Simulation should be integrated into the existing curriculum rather than including simulation as additional, independent exercises.
Variation within the clinical context, for example multiple patient scenarios, ensures exposure to clinical experiences which can be difficult to obtain.
There should be variation in the difficulty or complexity of the tasks.
Training should be responsive to individual learn needs that are adapted depending on performance.
Several different instructional strategies should be used to facilitate learning, such as patient case, discussions, feedback, intentional sequencing, or task variation. The Circle of Learning can be used as a systematic method to integrate multiple learning strategies.
Expected outcomes should be clearly defined and evaluated. Metrics for improvement should also be defined. Assessment describes the measurement of learner outcomes whereas evaluation describes the measurement of course or program outcomes.
A valid simulator that is relevant to the training tasks is requisite for high-quality simulation-based education.