Abstract
Many authors have published theories regarding the learning of practical (surgical) skills. Table 1 contains a useful summary of these theories. Simulation has been defined by Allery et al as 'a structured activity designed to reflect reality, real life and real situations',1 and good simulation has been defined by Gorman et al as 'represent [ing] simplified reality, free from the need to include every possible detail'.2 when discussing simulation in education, issenberg, et al stated: 'Simulations are not identical to real-life events. Instead simulations place trainees into lifelike situations that provide immediate feedback about questions, decisions and actions.'3
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