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Simulation training, initially developed in the 18th century, has become a mainstay of medical education.[1] The medical profession strives to provide safe and high-quality care to patients. Both evidence-based medicine and procedural competency are important in attaining this goal.[2] Simulation, which spans from procedural training to case-based scenarios and beyond, has been implemented for all levels of learners. While Cardiopulmonary Resuscitation (CPR) and Basic Life Support (BLS) training are some of the most common simulation scenarios people will encounter, simulation training can be much more advanced, complex, and interprofessional. Simulation activities do not occur in isolation. Appropriate pre-simulation education is necessary, and it should occur in conjunction with adequate debriefing. Therefore, the development of a robust curriculum using simulation must be deliberate to ensure that it is a valuable experience for all participants.

Simulation education is appropriate for all levels of the healthcare team, including non-clinical staff, clinicians, and administrators. As shown by several reviews, this form of learning and team training is beneficial and can positively impact clinical outcomes and improve safety in healthcare.[17][21] To achieve these ever-important goals, a well-organized and deliberately created simulation curriculum should be developed to give a well-rounded educational experience for the learners. This includes non-simulation based didactic education (lectures, reading, etc.) combined with the simulation and its associated debriefing. Simulation training seems to be very beneficial when addressing CRM principles and can be highly useful in procedural training, which can also have a great impact on patient safety.