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Abstract：
BACKGROUND: Simulation-based medical education enables knowledge, skills and attitudes to be acquired for all healthcare professionals in a safe, educationally orientated and efficient manner. Procedure-based skills, communication, leadership and team working can be learnt, be measured and have the potential to be used as a mode of certification to become an independent practitioner.
RESULTS: Simulation-based training initially began with life-like manikins and now encompasses an entire range of systems, from synthetic models through to high fidelity simulation suites. These models can also be used for training in new technologies, for the application of existing technologies to new environments and in prototype testing. The level of simulation must be appropriate to the learners\' needs and can range from focused tuition to mass trauma scenarios. The development of simulation centres is a global phenomenon which should be encouraged, although the facilities should be used within appropriate curricula that are methodologically sound and cost-effective.
CONCLUSIONS: A review of current techniques reveals that simulation can successfully promote the competencies of medical expert, communicator and collaborator. Further work is required to develop the exact role of simulation as a training mechanism for scholarly skills, professionalism, management and health advocacy.
RESULTS: Simulation-based training initially began with life-like manikins and now encompasses an entire range of systems, from synthetic models through to high fidelity simulation suites. These models can also be used for training in new technologies, for the application of existing technologies to new environments and in prototype testing. The level of simulation must be appropriate to the learners\' needs and can range from focused tuition to mass trauma scenarios. The development of simulation centres is a global phenomenon which should be encouraged, although the facilities should be used within appropriate curricula that are methodologically sound and cost-effective.
CONCLUSIONS: A review of current techniques reveals that simulation can successfully promote the competencies of medical expert, communicator and collaborator. Further work is required to develop the exact role of simulation as a training mechanism for scholarly skills, professionalism, management and health advocacy.
摘要：
背景：基于模拟的医学教育使知识，所有医疗保健专业人员在保险箱中获得的技能和态度，教育导向和有效的方式。基于程序的技能，通信,可以学习领导力和团队合作，被测量，并有可能被用作成为独立从业者的认证模式。
结果：基于模拟的培训最初是从逼真的人体模型开始的，现在涵盖了一系列系统，从合成模型到高保真仿真套件。这些模型还可以用于新技术的培训，用于将现有技术应用于新环境和原型测试。模拟水平必须适合学习者的需求，并且可以从重点学费到大规模创伤场景。模拟中心的发展是一个全球现象，应该得到鼓励，尽管这些设施应在方法上合理且具有成本效益的适当课程中使用。
结论：对当前技术的回顾表明，模拟可以成功地提高医学专家的能力，沟通者和合作者。需要进一步的工作来发展模拟作为学术技能培训机制的确切作用，敬业精神,管理和健康宣传。
结果：基于模拟的培训最初是从逼真的人体模型开始的，现在涵盖了一系列系统，从合成模型到高保真仿真套件。这些模型还可以用于新技术的培训，用于将现有技术应用于新环境和原型测试。模拟水平必须适合学习者的需求，并且可以从重点学费到大规模创伤场景。模拟中心的发展是一个全球现象，应该得到鼓励，尽管这些设施应在方法上合理且具有成本效益的适当课程中使用。
结论：对当前技术的回顾表明，模拟可以成功地提高医学专家的能力，沟通者和合作者。需要进一步的工作来发展模拟作为学术技能培训机制的确切作用，敬业精神,管理和健康宣传。
