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Confucius made the case for the utility of simulation and debriefing some 2,500 years ago by observing that real experience, however profound in nature, was always tinged with risk or potential harm. He suggested that rehearsing or imitating practice was perhaps a sensible and pragmatic way to mitigate some of this experiential risk. Perhaps even more importantly Confucius also highlighted that without meaningful reflection all activity runs the risk of being meaningless . . . So from across antiquity Confucius offers wisdom as to the potential utility of simulation in professional education.
His analysis of wisdom would appear to support the fundamental importance of experiential learning; he makes a clear case for emulation and rehearsal and highlights the utility of debriefing and reflective practice. All of these concepts are basic tenets of adult and humanistic learning and deeply enshrined in contemporary thinking in simulation-based education.
It would appear, therefore, that the concepts underpinning the value of simulation are nothing new!
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