ABSTRACT
Legal educators have a significant role to play in shaping the identity of the ‘future’ lawyer. We need to accept some responsibility, not only for the poor image and reputation of the modern lawyer, but also for the documented decline in the health and well-being of both lawyers and law students.1 Law schools are under pressure to respond to the rapidly changing landscape for the delivery of legal services and, consequently, legal education. The legal profession is being challenged by demands from both corporate and individual clients to take a broader approach to the resolution of legal problems. Students come to university as consumers, expecting value for money and assurances that they will be ‘job-ready’. Traditional approaches to legal education are less likely to satisfy the expectations of students or the legal profession.2 Simulation has emerged in clinical education as an important part of the response to these demands.3 However, the development of simulations in mainstream undergraduate legal education has been inhibited by large class sizes and other factors, including the perceived high cost of simulation building and the difficulty involved in accommodating simulations into mainstream curriculum.4
