The role of high-fidelity clinical simulation in teaching and learning in the health professions

This essay reviews some of the literature about development of expert practice in medicine and related health professions. It uses adult education theory, Vygotsky’s notion of learning in the ‘zone of proximal development’ and some of the more general higher education literature in order to produce a critical analysis of the benefits of high fidelity simulation experiences. Conclusions point towards the validity of constructivist educational theories and their specific relevance in a medical educational context. The work constitutes critical advocacy for use of simulation training methods in Nursing and Allied Health Professions with the argument resting on the ways that these professional identities are constituted in the interplay of theoretical knowledge and practice application.