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Medical students as simulation educators: students’ experience of a 7-week simulation-based education rotation
  1. Victoria Brazil1,2,
  2. Melissah Caughley2,
  3. Lauren Middleton3,
  4. Georgia Powell4,
  5. Nemat Alsaba1
  1. 1 Faculty of Health Sciences and Medicine, Bond University, Gold Coast, Queensland, Australia
  2. 2 Department of Emergency Medicine, Gold Coast Hospital and Health Service, Gold Coast, Queensland, Australia
  3. 3 Lyell McEwin Hospital, Adelaide, South Australia, Australia
  4. 4 Sir Charles Gairdner Hospital, Perth, Western Australia, Australia
  1. Correspondence to Dr Victoria Brazil, Faculty of Health Sciences and Medicine, Bond University, Gold Coast, QLD 4226, Australia; vbrazil{at}


Medical students will have future roles as clinician educators, and need to develop knowledge and skills for that role. Specific skills in simulation-based education (SBE) may be valuable in many educational settings. We aimed to understand the impact of a 7-week placement in SBE on the development of medical students’ knowledge, skills and perspectives as educators. We reviewed the experience of three graduated students (also coauthors of this article) who participated in the rotation in 2018. This case study includes analysis of the students’ electronic portfolios, rotation reports and subsequent reflections of the student coauthors. Five themes were identified:—‘Development as a professional’, ‘Active participation in an educator team’, ‘Diverse experience in simulation skills and techniques’, ‘Role models and mentoring’ and ‘Rethinking feedback’. Students describe the development of practical knowledge and skills, and more fundamental reflections on the nature of learning, feedback and their personal professional development. We suggest that integration of a simulation education elective within a medical school curriculum helps build capacity for effective SBE delivery, and has positive impacts on students for their future roles as doctors, educators and lifelong learners.

  • simulation-based education
  • faculty development
  • medical education

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  • Contributors VB and MC conceived the study concept and design of the work. All authors were involved in data acquisition, analysis and interpretation. VB and MC performed initial manuscript drafting, and NA, LM and GP contributed to subsequent review and revision of the manuscript. All authors gave final approval of the version to be published, and agree to be accountable for all aspects of the work.

  • Funding The authors have not declared a specific grant for this research from any funding agency in the public, commercial or not-for-profit sectors.

  • Competing interests VB is professor of Emergency Medicine and director of Simulation at Bond University and the primary supervisor for the SBE rotation. NA is an assistant professor at Bond University and cosupervisor for the SBE rotation. MC, LM and GP report no competing interests.

  • Patient consent for publication Not required.

  • Ethics approval The study was approved by Bond University Human Research Ethics Committee (Application VB00031).

  • Provenance and peer review Not commissioned; externally peer reviewed.

  • Data availability statement Data are available on reasonable request. Primary data from student portfolios and reflections is protected by confidentiality, but could be shared with permission by student coauthors.

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