Our editor-in-chief Pier Luigi Ingrassia comments on how simulation has become a story of innovation, learning and human potential, and presents what is new in the latest issue of SIMZINE
As I pondered what to write in this editorial, I found myself reflecting on the profound impact that simulation has had, not only in various areas of education and vocational training, but also in healthcare and patient care. Simulation is no longer just a tool, but has become a story of innovation, learning, and human potential. Each article in this issue contributes a unique chapter to this story, showing the different ways in which simulation continues to evolve: how it inspires educators to develop new teaching methodologies, how it empowers students to take ownership of their learning, and how it drives professionals to innovate within their fields. Whether it’s through the integration of new technology like Virtual Reality in classrooms, the use of simulation to enhance competency-based education in nursing, or the exploration of peer-led learning models, simulation has become a cornerstone of modern education and professional development. But beyond the technological and educational advancements, the story of simulation is also a human story. It’s a story about the people who dedicate themselves to advancing this field—those who design and implement simulations, those who teach and learn through them, and those who continue to push the boundaries of what simulation can achieve. It is a story of collaboration, where experts from different fields come together to share their knowledge and experience, creating a rich puzzle of insights that advance the entire discipline. This is the story of simulation, one that is constantly being written, with each of us contributing a page or a chapter. It’s a story that reflects our collective commitment to excellence, innovation, and the betterment of society.
In this n.15 of SIMZINE, G.D. Ellern discusses the integration of Virtual Reality in the health sciences classroom, exploring how this technology can be effectively utilized even with large groups of students. The narrative of competency-based education in nursing is compellingly addressed by M. Holman and L. Saenz, who delve into how simulation is impacting nursing education. We also explore the fascinating intersection of peer education and simulation with B. Berrak, who highlights the power of self-learning in environments where traditional teaching roles are reimagined. Diversity, equity, and inclusion are essential values in medical education, as S. Saxena reminds us. These themes are crucial in ensuring that simulation-based training is accessible and relevant to all. G. Fenzi and V. Martinez Ruiz take a different approach, emphasizing the philosophy that sometimes, “less is more,” and encouraging us to enjoy the process of simulation without overcomplicating it. And more, the dialogue between a simulator Inventor and a biomedical engineering student is an example of the collaborative spirit that drives innovation in our field. Meanwhile, L. Chavarria offers practical advice for those in leadership roles with her “6 Tips for Being a Successful Sim Center Director.”
This issue also features an insightful interview with Federico Ferrero, the new President of FLASIC, who shares his vision for the future of simulation in Latin America. The question of how best to assess performance in surgical simulations is tackled by M. Gorshkov, offering food for thought on the balance between Operating Room realism and effective evaluation. And much more!
In short, every article in this issue contributes to the ongoing story of simulation, its challenges, triumphs, and the endless possibilities that lie ahead. And we are proud to collect and tell these stories. Therefore, I invite you to read, reflect, and become part of this narrative. Happy reading!
PLI
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