Abstract
This article explores imperative issues related to the use of simulation in the education of prehospital care personnel. While the literature shows a growing interest in the effectiveness of the use of simulation in medicine and healthcare ( McGaghie, 2010 ), the authors wished to review those areas especially pertinent to higher education institutions (HEIs) with an emphasis on maximizing learning opportunities and the process of learning in prehospital care programmes. The contention of this article is that the use of simulation can become assessment-driven and may overlook the equally important process issues involved.
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