ABSTRACT
In this book we have looked so far at the theory behind the use of simulation and the different forms that simulation may take. Here I take a different slant and examine the role of simulation in the wider context of experiential learning and within the curriculum in an integrated sense. This chapter brings together three related, if distinct, forms of student-centred learning: simulation, problem-based learning (PBL) and clinic. I will attempt to show that when designed and implemented in a coherent and structured way, simulation can be used to complement and support other learning and teaching methodologies.
