Abstract
Three studies in the September and December 2012 issues of the Journal of Graduate Medical Education highlight how simulation in various forms can be used to provide highly relevant learning experiences in different domains of medical practice.1–,3 In contrast to traditional passive didactic learning strategies that stress knowledge, simulation creates an active, participatory, realistic learning environment where participants can hone skills that are directly relevant to patient care. The approach described in the 3 manuscripts not only meets the call for medical education reform,4 it also addresses patient safety imperatives by providing a method for trainees to develop skill and experience in various dimensions of medical management without endangering the health and life of a human patient.5
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