Copyright © Lippincott Williams & Wilkins. Unauthorized reproduction of this article is prohibited. The use of simulation for pediatric training and assessment Eric R. Weinberg a , Marc A. Auerbach b and Nikhil B. Shah a Introduction Simulation has been used as a teaching tool for nearly 40 years in fields as diverse as aviation and military training. However, integration of this technology into the arenas of medical education and assessment is a relatively recent development. The purpose of medical simulation is to emulate real patients, anatomic regions, and clinical tasks, or to parallel real-life situations in which medical care is provided. The widespread adoption of simulation technology marks a divergence from the traditional ‘see one, do one, teach one’ method of medical training, which for centuries has relied upon real patients. Multiple factors have contributed to this revolution in training. Changing patterns in healthcare delivery have resulted in shorter hospital stays and clinic visits. Limita- tions on trainee work hours have contributed to decreased clinical experience. This has resulted in reduced patient availability for learning, decreased exposure to critically ill patients, and decreased time for clinical faculty to teach [1  ]. In addition, technological advances in diagnosis and treatment, such as newer imaging modalities and endo- scopic or laparoscopic procedures, require development of skill sets that differ from traditional approaches. Con- current progress in simulation technology that enables increasingly realistic models offers advantages for such skill acquisition (Table 1). Furthermore, the increasing drive to reduce medical errors and improve patient safety has fueled the impetus to incorporate simulation technology into training and assessment programs [2]. It has been described that pediatric residents have poor retention of skills and knowledge via traditional methods of learning [3  ]. Simu- lation in pediatric education can teach the skills needed to manage rare or critical events, such as cardiopulmonary arrest or pediatric trauma. Trainees can make errors and a Division of Pediatric Emergency Medicine, Weill Medical College of Cornell University, New York Presbyterian Hospital and b Division of Pediatric Emergency Medicine, New York University School of Medicine, Bellevue Hospital Center, New York, New York, USA Correspondence to Eric R. Weinberg, MD, Emergency Department, Weill Medical College, Box 753, 525 East 68th Street, New York, NY 10021, USA Tel: +1 732 598 8058l; e-mail: docweinberg@gmail.com Current Opinion in Pediatrics 2009, 21:000–000 Purpose of review Simulation has been widely adopted as a training and assessment tool in medical education. Conventional teaching methods may be inadequate to properly train healthcare providers for rare but potentially lethal events in pediatrics such as trauma and respiratory arrest. Recent studies suggest pediatric acute care providers have limited exposure to critically ill patients and also lack the skills to manage them. Simulation has the potential to fill this educational void. This review will highlight the role of simulation as an educational and assessment tool, with a particular emphasis on retention of knowledge and skills. Recent findings Simulation is currently used as an assessment tool to provide ongoing feedback during training (formative assessment) and is gaining popularity as an adjunctive method for demonstrating competency (summative assessment). Recent literature demonstrates increased retention of knowledge and skills after simulation-based training in the areas of resuscitation, trauma, airway management, procedural training, team training, and disaster management. Summary Simulation is an effective training tool for pediatric acute care providers. Further research is necessary to develop validated performance assessment tools and demonstrate improvement in clinical outcomes after simulation training. Keywords assessment, pediatrics, procedures, resuscitation, simulation Curr Opin Pediatr 21:000–000 ß 2009 Wolters Kluwer Health | Lippincott Williams & Wilkins 1040-8703 1040-8703 ß 2009 Wolters Kluwer Health | Lippincott Williams & Wilkins DOI:10.1097/MOP.0b013e32832b32dc