At the 25th Annual International Meeting on Simulation in Healthcare, a lively panel discussion explored a provocative statement: AI will replace the simulationist. The panel brought together Simulation Center Directors with diverse perspectives, sparking a spirited debate on the future of artificial intelligence in medical simulation. The conversation touched on transformative possibilities, ethical concerns, and the very essence of what it means to teach and learn in healthcare.
Diverging Perspectives on AI’s Role
One of the most compelling aspects of the discussion was the clear divergence of views among panelists. On one side were the optimists who see AI as a transformative tool, and on the other, skeptics who believe that AI’s role will always be secondary to human expertise.
AI as a Transformative Tool
Proponents of AI painted an exciting picture of its potential to revolutionize medical simulation. They highlighted how AI can streamline processes, reduce resource requirements, and allow simulationists to focus on higher-order tasks.
- “AI is the perfect tool to save time and resources. Yes, it requires refinement, but the shift is already happening—we’re not the engine driving it anymore; we’re guiding and reviewing it,” one panelist remarked.
Current AI applications, such as generating clinical vignettes, creating lesson plans, and providing feedback on student interactions, were cited as examples of how these tools are already enhancing the field. The implications for resource-limited institutions are especially significant: AI could democratize access to high-quality training, enabling more students and facilities to benefit from advanced simulation experiences.
While not mentioned by the panelists, virtual simulation tools like DDx by Sketchy highlight the versatile potential of AI in these and other applications. For example, DDx brings clinical vignettes to life through AI-powered patient and provider characters, enabling students to engage in realistic, interactive scenarios. For resource-limited institutions, this offers a cost-effective alternative to traditional, expensive simulation labs. However, can it fully replace the expertise and adaptability of a simulationist? Likely not—but as noted, it does represent a significant step forward in expanding access to quality training.
AI’s Limitations and the Need for Human Oversight
Skeptics, however, urged caution. They emphasized that AI, while impressive, is not infallible and still requires substantial human guidance.
- “AI is another tool in the toolkit, but it still requires feedback, adjustments, and careful design by humans,” a skeptic countered.
Concerns about AI’s potential to “hallucinate”—or produce inaccurate outputs—were a recurring theme. There were also discussions about the reliability of underlying technologies, such as audio and video systems, which are integral to many AI-driven solutions.
One poignant example of AI’s limitations came from the realm of teaching complex, emotionally nuanced interactions, like palliative care conversations. While skeptics argued that these tasks require human empathy and intuition, proponents pointed out that AI is already providing detailed feedback on elements like tone, word choice, and pacing in such scenarios. The debate underscored the tension between what AI can do today and what we hope it might achieve tomorrow.
Ethical and Practical Considerations
Beyond functionality, the panel delved into ethical and practical concerns that must be addressed as AI becomes more embedded in medical education:
- Trust and reliability: Can AI systems be trusted, given their susceptibility to bias and errors? And how can these issues be mitigated?
- Resource allocation: For underfunded institutions, AI could be a lifeline, but successful implementation will require thoughtful planning and investment.
- Risks of over-reliance: Could an over-dependence on AI undermine critical human skills, particularly in areas that require empathy and adaptability?
Finding the Balance
As the discussion unfolded, one thing became clear: the role of the simulationist is not under immediate threat, but it is certainly evolving. While skeptics expressed fear and doubt—perhaps reflecting a late adopter mindset—the rapid pace of AI development may soon challenge even the most cautious perspectives.
Ultimately, the panelists agreed that the key lies in finding a balance. AI has the potential to augment the work of simulationists, taking over repetitive or resource-intensive tasks while freeing educators to focus on what they do best: inspiring, guiding, and connecting with learners on a human level.
Takeaway
The future of AI in medical simulation is both exciting and uncertain. As educators and innovators, we must navigate this new frontier thoughtfully, leveraging AI’s strengths without losing sight of the irreplaceable value of human intuition, creativity, and compassion. The conversation doesn’t end here; it’s only just beginning.
Thank you to the session panelists for a thought provoking discussion!
Maria Bajwa, MBBS, MSMS, PhD, CHSE
Dr. Maria Bajwa, a physician-turned-simulation expert with a Ph.D. in simulation-based Health Professions Education, is revolutionizing healthcare education. An adjunct faculty at the MGH Institute of Health Professions, an affiliate of Harvard Medical School, and a global consultant, she steered programs through COVID-19 challenges and earned state approval for her nursing program. A certified simulation educator and an instructional designer, she's a proud member of esteemed healthcare organizations. Outside academia, she's a tech enthusiast, gardener, and compassionate hospice volunteer.
Solution Sales Consultant Melissa Lowther, BS, CHSOS-A, Fellow of SSH
Melissa is a dedicated Solution Sales Consultant at Elevate Healthcare, specializing in the design and implementation of AV and center management system software. With over 11 years of experience in the simulation field, Melissa is also a passionate Simulation Operations Specialist. She has expertly managed operations for pre-licensure nursing and medical students, in-situ programs, and continuing education for licensed hospital staff. Melissa is committed to hands-on operations specialist activities, continually seeking opportunities to apply her expertise. She earned the Certified Healthcare Simulation Operations Specialist (CHSOS) designation in 2017, advanced to CHSOS - Advanced in 2022, and was honored with induction into the SSH Academy of Fellows at IMSH 2023.
Associate Director, Simulation Center Sean Cavanaugh, MBA, CHSE, CHSOS
Sean Cavanaugh is the Associate Director of Simulation Education at NYU Langone - Long Island in Mineola, New York. He has worked in Healthcare Simulation since 2006. Sean is a Certified Healthcare Simulation Operations Specialist, as well as a Certified Healthcare Simulation Educator. He earned an MBA at Adelphi University in Garden City, New York. Sean served as Chair of the Simulation Operations and Technology Section (SOTS) for the Society for Simulation in Healthcare from 2019 - 2021. He recently served as planning co-chair of IMSH 2023.
Director, Simulation Center Shelita Kimble, BS, MEd, CHSOS, Fellow of SSH
Shelita Kimble is the Director, Education and Training Business Solutions with the TIPS (Teaching, Inter-Professional, and Simulation) Education Center at The University of TX MD Anderson Cancer Center. She began her simulation career when she joined the Texas Woman’s University (TWU) School of Nursing Education Center for Clinical Innovations and Advanced Technologies in 2006. Initially, as an Information Technology (IT) consultant, Shelita was tasked with implementing the complex Memorial Hermann Virtual Hospital system, a remote patient monitoring system. In 2007 Shelita was asked to join the team full time as the Nursing Technology Implementation Manager. While at TWU, she participated with the Texas Gulf Coast Regional Faculty Development Grant: Increasing Nursing Capacity by Improving Faculty Competence and Confidence in High-Fidelity Simulation and the Interdisciplinary Clinical Collaborative Practice Project (ICCP) which used targeted TeamSTEPPS™ communication strategies in a simulated clinical environment. Upon the completion of these grant project initiatives, Shelita transitioned to the Houston Methodist Institute for Technology, Innovation & Education (MITIE) as their Simulation Technician. Shelita holds a degree as a Radiologic Technologist, a BS in Computer Science, and a Master’s Degree in Education. The combination of medical, technical, and education gives her a uniquely diverse background, which aids in her approach to simulation. Nationally, Shelita has been a member of The Society for Simulation in Healthcare (SSH) since 2014. She has participated on several committees, served as the Vice-Chair for the Simulation Operation and Technology Section, and is currently a member of the Executive Board of Directors.
Director of Simulation Education Trisha Janicke, BSN, MHA, RN
Patricia Ripp Janicke is the Director of Simulation Education at NYU Langone Health -- Long Island Hospital. Previously, Patricia was the Nurse Educator for the Neuroscience Unit in the hospital where she planned, coordinated, implemented and evaluated all of the unit based clinical and educational initiatives. In addition, she coordinated implementation of strategies to improve patient safety and compliance with all quality measures. Patricia is an active member of the Patient Safety Committee at NYU Langone Health -- Long Island Hospital. Patricia participated in hospital wide educational initiatives including incorporating simulation throughout the mandatory educational days attended by the adult nursing staff. It was during this time that Patricia discovered her passion for improving the safety and quality of patient care by using simulation as an educational tool. Patricia completed the IMS Comprehensive Instructor Workshop in Boston, Massachusetts. She is a Team STEPPS Master Trainer. She is certified by the American Heart Association as an ACLS and BLS Instructor. Patricia is a certified by the American Association of Neuroscience Nurses as a Certified Neuroscience Registered Nurse (CNRN). She is also an active member of the Society for Simulation in Healthcare. Patricia has had poster presentations at the LIHN Annual Symposium and the Annual Neurocritical Care Society Meeting. She has presented lectures for the 9th Annual Stroke and Neurocritical Care Symposium and Winthrop’s Fall Nursing Symposium. Patricia is a co-author of Delirium: Diagnosis, Management and Prevention, Nova Publishers 2014.
The landscape of physician assistant education is evolving, bringing both new opportunities and significant challenges. One of the most pressing issues today is securing enough clinical training sites for students—an essential component of PA education. These hands-on experiences are crucial in developing the skills and confidence needed for real-world patient care, however, a staggering 95% of program directors express concerns about the availability of clinical training sites. With more than half of programs now paying for access to these sites, both students and faculty alike bear the burden caused by these shortages. While the search for solutions is underway, virtual simulation tools may help supplement and strengthen clinical curricula in multiple areas so that students continue to develop essential clinical reasoning and decision-making skills even without ideal access to in-person training opportunities.
Addressing the Clinical Training Site Shortage
Clinical training is the foundation of PA education, offering students the opportunity to apply their knowledge in diagnosing and managing patient care. Unfortunately, as healthcare systems consolidate and provider demands increase, many PA students face significant challenges in securing these critical learning experiences. Some must travel long distances for rotations, while others struggle to secure placements at all. This shortage not only disrupts students' educational journeys but also poses a broader concern for the future workforce of competent, well-trained PAs.
The Role of Virtual Simulation in PA Education
While virtual simulation cannot fully replace hands-on clinical training, it is emerging as a powerful tool to bridge the gap. Digital platforms like DDx provide an innovative, AI-enabled solution that enhances clinical education through interactive, immersive learning experiences. These web-based tools allow students to practice clinical decision-making in real time, engaging with diverse case scenarios in a risk-free environment.
DDx uses advanced algorithms, real-time feedback, and adaptive learning techniques to cultivate critical thinking, procedural skills, and diagnostic accuracy. By simulating real-world patient encounters, students can refine their clinical reasoning, enhance their ability to recognize patterns, and develop confidence before stepping into clinical settings. This technology ensures that students have ongoing access to practice cases without the constraints of limited training sites, ultimately helping them become more prepared and adaptable healthcare providers.
Enhancing Learning Outcomes Through Technology
Integrating virtual simulation into PA curricula offers multiple benefits beyond mitigating clinical training shortages. By leveraging AI-driven case scenarios, students gain exposure to a broad range of conditions, including rare and complex cases they might not encounter during traditional rotations. This exposure strengthens their diagnostic acumen and prepares them for a wide variety of patient presentations in their future careers.
Additionally, the flexibility of virtual simulations allows students to practice clinical skills at their own pace, reinforcing learning and improving retention. With real-time feedback, they can identify areas for improvement and refine their decision-making processes without the pressures of live patient interactions.
The Future of PA Education
As PA programs seek innovative ways to navigate the challenges of clinical training shortages, virtual simulation stands out as a valuable and scalable solution. While traditional hands-on experience remains irreplaceable, integrating AI-driven tools like DDx into PA education can enhance learning, improve accessibility, and equip students with the skills needed to succeed in clinical practice.
By embracing technology, PA programs can ensure that students receive comprehensive, high-quality training, regardless of clinical site availability. As the healthcare landscape continues to evolve, leveraging virtual simulation will be key to preparing the next generation of physician assistants for the complexities of modern patient care.
