About Us

 SimulationCentre Team

Welcome to the website of Monash Simulation.

Our Vision

To be a Centre of innovation and excellence committed to improving patient safety through realistic simulation education.

Our Goal:

Monash Simulation aims to:

  • Promote the coordinated introduction of simulation-based education and training into healthcare and related disciplines in order to improve patient safety outcomes,
  • Promote advanced patient safety initiatives using evidence-based and best practice principles,
  • Support and conduct education and research ideas that contribute to new knowledge,
  • Operate in a businesslike matter to maximise the efficiency and effectiveness of the Centre,
  • Capitalise in opportunities that expand education initiatives across all Monash Health sites, and
  • Maintain external links with relevant stakeholders to promote collaboration and engagement in order to integrate advanced patient safety initiatives into the workforce.

About Simulation-based Learning

Experiential and immersive team training exercises aim to explore the knowledge, skills and attitudes required to manage clinical situations as rehearsals for real world encounters.(1) According to Kolb (1984), the purpose of experiential learning is to distil the lessons learnt from the experience into memorable concepts that can be used to improve future performance.(2) Simulation debriefings aim to capitalise on the emotive nature of the simulation activity in order to stimulate reflection.(3) According to Rudolph (2006), reflective practice is a process that encourages learners to scrutinize their own “taken for granted assumptions and professional work practices”. Moreover, evidence suggests that those who engage in reflective practice are more likely to “self-correct and improve their professional skills.”

To facilitate reflective learning, Monash Simulation uses discussion techniques to stimulate reflection of the simulation experience in order to discuss issues that relate to the technical and teamwork decision-making skills. This is undertaken in a safe and supportive, confidential and risk free environment. For more advanced simulation courses, video recordings of the simulation scenarios may be undertaken for playback of team performances in order to stimulate discussion and to provide immediate, contextualised feedback to particular learner groups. Structured debriefings are provided by senior expert clinicians specifically trained in simulation education and debriefing.

Integral to the Centre’s teaching and learning philosophy is the ability to video record the performances of trainee simulation instructors and to facilitate train-the-trainer programs to assist clinicians to improve their teaching, clinical supervision, communication and feedback skills. Monash Simulation currently supports fellowship and sabbatical positions to assist clinicians (both internal and external to Monash Health) to become qualified simulation instructors. The Centre also supports a training package for medical staff to teach in their non-clinical time.

Our mission is to have a very collaborative and collegial relationship with groups external to Monash Health. We are an industry partner for Monash University and have Memorandums of Understanding with Stanford University in the USA, and the Parkway Group Healthcare Center for Medial Simulation in Singapore. Since its inception in 1997, the Centre has delivered instructor training to various national and international participant groups.

Monash Simulation is very committed to facilitating research into best practice principles to help inform the wider health care industry. We are a contributing industry partner for the Monash Injury Research Institute (MIRI) and have strong links with the Health Professional Education and Education Research team (HealthPEER) within the Faculty of Medicine, Nursing and Health Sciences at Monash University.

Most of the research conducted at Monash Simulation focuses on the translation of research into clinical practice. An example of this is the ISBAR telephone communication project undertaken by Marshall et al in 2009 which explored the use of a clinical communication tool to assist clinicians with the clarity and content of communication when referring patients by telephone. This communication model was later enthusiastically taken up by many other health services across Australia.

Monash Simulation continues to strive for excellence in clinical practice and is committed to contributing to new knowledge that may lead to improved patient safety. We acknowledge the contribution made by Dr Brendan Flanagan in assisting with imbedding simulation into the Australian healthcare industry.


  • Flanagan, B.N., D. Joseph, M., Making patient safety the focus: Crisis Resource Management in the undergraduate curriculum. Medical Education, 2002, 38(1).
  • Kolb DA. Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice-Hall, 1984.
  • Gaba, D.M.H., S.K. Fish, K.J. , Crisis Resource Management in Anesthesiology. 1994, Philadelphia: Churchill Livingstone.
  • Rudolph, JW., Simon, R., Dufresne, RL., Raemer, DB. There’s no such thing as “non judgemental” debriefing: A theory and method for debriefing with good judgment. Simulation in Healthcare Vol 1, Number 1, Spring 2006.
  • Marshall, S., Harrison, J., Flanagan, B. 2009. The Teaching of a structured tool improves the clarity and content of interprofessional clinical communication. Quality and Safety In Healthcare; 18,137-140