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The response to the publication of the first edition of this manual has been gratifying. It has been more than enough reward to know that many have found it to be helpful as they seek to enhance their healthcare programmes with simulation-based education. For this edition, I had the sad task of replacing some sub-specialty areas with combined chapters and new topics. The advent of web-based storage has allowed us to supplement these paperback and digital editions with additional resources that are in current use at various simulation and skills centres.
Any success that this book achieves is due to these talented authors and I remain very thankful that they have shared their expertise with us. Further, I continue to learn from colleagues, educators, and students in the simulation community. If I have learnt only one thing from simulation, it is that the historic concept of a teacher and students as separate entities is not only wrong but that it can be a barrier to education. I cling to the hope that at some time in the distant future I will achieve some level of expertise in this field. I also would like to thank Caroline Smith, Nicola Wilson, James Cox, Cherline Daniel, Paul Nash and the team from Oxford University Press, who kept me on task; and Ian Curran and Brydon Dunstan. Thanks to David Gaba and Ray Page for being so inspirational. Finally, I thank my wife Vera who has been my support on the simulation journey.
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