• Grace C Huang, Heather Sacks, Michael Devita, Robby Reynolds, Wendy Gammon, Michael Saleh, Gayle Gliva-McConvey, Tamara Owens, Julie Anderson, Kristina Stillsmoking, Mary Cantrell, and Morgan Passiment.
• Shapiro Institute for Education and Research at Harvard Medical School and Beth Israel Deaconess Medical Center, 330 Brookline Ave, E/ES-212, Boston, MA 02215, USA. ghuang@bidmc.harvard.edu
• Simul Healthc. 2012 Dec 1;7(6):329-33.

Summary StatementIn September 2011, the Association of American Medical Colleges released the results of a survey conducted in 2010 on simulation activities at its member medical schools and teaching hospitals. In this commentary, we offer a synthesis of data and conclude that (1) simulation is used broadly at Association of American Medical Colleges member institutions, for many types of learners, including other health care professionals; (2) it addresses core training competencies and has many educational purposes; (3) its use in learner assessment is more prevalent at medical schools but is still significant at teaching hospitals; and (4) it requires a considerable investment of money, space, personnel, and time. These data confirm general perceptions about the state of simulation in North America for physician training. Future endeavors should include a more granular examination of how simulation is integrated into curricula, a similar survey of other health care-related institutions and professions, and a periodic assessment to characterize trends over time.

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