Simulation has been used in medicine for decades to teach various skills and competencies.1 First seen as a way to enable the acquisition and repetition of primarily technical skills, simulation has gradually evolved into a key tool to teach more universal competencies. Consequently, simulation is now considered by many as the best method to learn non-technical skills such as collaboration, communication, and leadership. Various elements are behind this transition.2 The increasing complexity of modern health care and the explosion of knowledge specific to the various medical specialties have left little room for the physician's traditional role as an omnipotent and omniscient practitioner. After a number of decades during which medical faculties promoted curricula focused on scholarly knowledge and acquiring technical skills, the need to identify and incorporate a broader range of non-technical competencies has emerged.3 At the same time, several experts showed that events involving poor non-technical skills, particularly communication, were responsible for a significant portion of patient morbidity and mortality.
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