Institutional needs and faculty development for simulation

This review focuses on simulation in anaesthesiology as an educational intervention from a learning perspective. Simulation-based education in anaesthesiology has implications for both faculty development and institutional needs. However, in order to find evidence for the implications of these areas, it is necessary to turn to the literature on anaesthesiology simulations, health-care simulations and also the medical education and pedagogical literature. The most important factor for successful simulation-based education on an institutional level is curriculum integration of simulation, closely connected with defined learning outcomes. The corresponding factor concerning faculty development in simulation-based education is feedback. These three factors are closely interrelated, and to understand them and how to design high-quality simulation interventions from a learning perspective, it is important to look not only to the simulation literature but also to the pedagogical literature.