Table 1.

Drivers for uptake of simulated patient-based education

• Raised profile of patient perspectives and patient empowerment

• Ethical imperative of causing no harm to patients

• Implementation of working time directives

• Prominence of the patient safety movement

• Increased numbers of medical and health professional students

• Reduced hospital stays for patients

• Growing evidence of simulation as an effective educational method

• Growing evidence that effective health professional/patient communication is key to patient and clinician (learner) satisfaction and reduces litigation

• Development of national assessments

• Facilitates a systematic approach to curriculum activities

• Development of 'professional' competencies

• Carefully constructed simulations

○ Assure students have direct/indirect exposure

○ Allow for adjustment in the level of challenge

○ Identify boundaries of competence

○ Provide access to technical, communication and other professional skills essential for safe clinical practice

○ Enable rehearsal of infrequently occurring events

○ Assure the development of reflective practice (video, debriefing)