Conducting educational research in real clinical settings would be optimal, but often practically impossible. Exposing real patients to the risks posed by suboptimal clinical performance or gaps in trainees’ knowledge and skills for research purposes are not ethically acceptable. Simulation provides an environment where these studies can be safely conducted. Furthermore, the ability to control variables that may influence research outcomes and to record trainees’ behaviours and performance offers significant advantages for the researcher. However, simulation also presents some limitations as a research tool that must be considered early in the design of a study. 

Three types of challenges must be expected when designing a simulation-based study. First, organizing simulation sessions involves significant financial and human resources. Many educational projects are completed with minimal funding, and careful planning is needed to limit unnecessary expenses. Second, the choice of outcomes and variables used to measure these outcomes is important for producing informative results (e.g. Which scale should be used to measure communication skills?). Finally, researchers have to keep in mind that simulation is not exactly like the real clinical environment. Research findings resulting from simulation-based studies may need to be confirmed (when possible) in real clinical settings. However, simulation has a lot to offer as a research tool. With a bit of work, lots of help, and sparks of creativity, simulation-based research can be a rewarding and exciting adventure!

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