• Ase Brinchmann-Hansen, Torben Wisborg, and Guttorm Brattebø.
• Medisinsk fagavdeling, Seksjon for medisinsk pedagogikk, Den norske laegeforening, Postboks 1152 Sentrum 0107 Oslo. aase.brinchmann.hansen@legeforeningen.no
• Tidsskr. Nor. Laegeforen. 2004 Aug 26; 124 (16): 2113-5.

BackgroundDifferent types of simulators and simulated situations are being used in the training of doctors. Even though simulation as a learning method has been used in various areas such as aviation and oil industry, it has only recently been applied to medical education. Simulation seems to be very well suited in training for and building skills and experience with life threatening situation that are seldom seen. It represents no risk to the patient and it opens up for training in realistic scenarios.MethodsSimulations are illustrated by using Miller's learning pyramid and Bloom's cognitive levels to show how different types of simulation can be used depending on the skills that are to be acquired. Team simulation is seen as a main factor for quality improvement in medicine.InterpretationSimulation and team simulation in particular is highly rated by participating professionals. There seems to be a problem in finding objective criteria for assessing the simulated scenarios and then to generalise the findings to real situations.

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