Simulation in Exercise Science and Physiology—No Longer a Luxury but a Necessity

Abstract

ABSTRACT The depreciation in placement opportunities has placed pressures on university academics for some time now. Today, the coalescence of this supply issue and the global health pandemic have forced the consideration of alternative placement options. Simulation-based learning experiences (SBLEs) is one such approach, providing students with a diverse range of clinical experiences in a safe and well-placed manner. The documented effectiveness of these experiences in preparing the future health care workforce has been strong, but exists largely in medicine and nursing spheres. SBLEs have been recognized in Australia as providing a commensurate education experience to that of a traditional practicum hour resulting in a portion of total practicum hours being accrued by this activity. In March of this year, the Exercise & Sports Science Australia, accrediting body for exercise science, exercise physiology, and sports science, has lifted the restriction on mandated hours that can be apportioned to simulation-based placement. This “green light” will enable more academics to explore the opportunities within simulation-based learning, although the question regarding being able to deliver quality educational experience remains. This commentary provides an overview of key peer-reviewed literature and simulation design recommendations. Despite being founded on nursing simulation best practice standards, the lessons learned could help direct simulation designers in exercise science and physiology curricula as they strive to meet a rapidly changing practicum placement landscape while maintaining quality teaching and learning environments.