ABSTRACT

Health professionals perform procedures on patients. Traditionally, these procedures have been learned on patients in clinical settings with various levels of supervision. The phrase, ‘see one, do one, teach one’ reflects some early approaches to skills training in health professional education. Simulation has advanced the practice of teaching and learning procedural skills, enabling learners to practice on simulators before performing the procedure on a real patient in a clinical setting. It is well documented that learners want more feedback on their performance (Holmboe, 2004; Holmboe et al., 2004; Liberman et al., 2005; Ende 1983).