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As a surgeon who has been practicing for many years, I still remember my own experience with my version of medical simulation as a student. The unfortunate pig was the star of most of our surgical workshops, but we used a range of other stand-ins for specific training. Apples were our prostates for biopsies, oranges our muscles for injections. Our instructors had to teach us to share their vivid imaginations, as well as their medical knowledge.

But now I can look back and realize how inadequate and basic the tools available to my teachers were.

These days the technology is there to provide a far more realistic simulation for medical students. These include virtual reality, inspired by pilots flight simulation technology;

Part- task trainers, which, realistically simulate both basic and more complex medical procedures familiar to practicing medical professionals;

High fidelity simulators, mimicking almost to perfection, the reactions and responses of the human body.

Since I was a trainee, the cost of supplying this simulation technology has come down, and yet it is .

Simulation technology is often still the preserve of students of mostly for the most prestigious institutions.

With Medisim I want to bring this technology within reach of the entire healthcare community, making it part of the everyday experience of any student in the field of healthcare.


Dr. Sani Beydoun

Founder and CEO of Medisim




Simulation is the imitation or representation of one act or system by another.
Healthcare simulations can be said to have four main purposes: education, assessment, research, and health system integration in facilitating patient safety.

Each of these purposes may be met by some combination of role play, low and high tech tools, and a variety of settings from tabletop sessions to a realistic full mission environment.


Simulation education is a bridge between classroom learning and real-life clinical experience.

Students may learn complex simulation exercises – similar to aviation curricula that provided the basis for healthcare – and rely on computerized mannequins that perform dozens of human functions realistically in a healthcare setting such as an operating room or critical care unit that is indistinguishable from the real thing. Whether training in a “full mission environment” or working with a desk top virtual reality machine that copies the features of a risky procedure, training simulations do not put actual patients at risk. Healthcare workers are subject to unique risks in real settings too, from such things as infected needles, knife blades and other sharps as well as electrical equipment, and they are also protected during simulations that allow them to perfect their craft.


The goals of simulation-based research differ from training and evaluation. Researchers may be trying to understand why a particular event happened, and so simulate the event with the same and/or other clinicians. Just as with an airplane engine or wing in a wind tunnel, medical devices may be tested under a range of simulated conditions before the final device is marketed and used on actual patients. New procedures for giving dangerous drugs or using advanced resuscitation methods may be studied under simulated conditions.



  • A range of easily accessible learning opportunities:

    Learning in healthcare is too frequently in an apprenticeship model. In many disciplines, as opportunities to learn and practice come along, it is hoped that learners encounter enough situations to insure that they become competent. This is ultimately a haphazard way to learn, and puts learners and patients at a disadvantage. Simulation offers scheduled, valuable learning experiences that are difficult to obtain in real life. Learners address hands-on and thinking skills, including knowledge-in-action, procedures, decision-making, and effective communication. Critical teamwork behaviors such as managing high workload, trapping errors, and coordinating under stress can be taught and practiced. Training runs the gamut from preventive care to invasive surgery. Because any clinical situation can be portrayed at will, these learning opportunities can be scheduled at convenient times and locations and repeated as often as necessary.

  • The freedom to make mistakes and to learn from them:

    Working in a simulated environment allows learners to make mistakes without the need for intervention by experts to stop patient harm. By seeing the outcome of their mistakes, learners gain powerful insight into the consequences of their actions and the need to “get it right”.

  • The learning experience can be customized:

    Working in a simulated environment allows learners to make mistakes without the need for intervention by experts to stop patient harm. By seeing the outcome of their mistakes, learners gain powerful insight into the consequences of their actions and the need to “get it right”.

  • Detailed feedback and evaluation

    Real events and the pace of actual healthcare operations do not allow for the best review and learning about why things took place, or how to improve performance. Controlled simulations can be immediately followed by videotape-supported debriefings or after-action reviews that richly detail what happened. Advanced surgical and task simulators gather much data about what the learner is actually doing. These performance maps and logs provide a solid and necessary feedback mechanism to learners and help instructors target necessary improvements.

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