The Stanford School of Medicine and its affiliated hospitals (collectively termed SUMC) are home to world pioneers of techniques, technologies and applications for immersive and simulation-based learning (ISL). Stanford currently has four internationally recognized simulation groups (VA Simulation Group, Center for Advanced Pediatric and Perinatal Education – CAPE, The Department of Surgery’s Goodman Simulation Center). We operate three world-famous simulation facilities (Simulation Center at VA Palo Alto, CAPE, the Goodman Center) and a 30,000 square foot Immersive Learning Center (ILC) in the new Li Ka Shing Learning and Knowledge Center.

Collectively these groups and facilities, along with other related endeavors (such as the Standardized Patient training activities and facility) conduct a wide spectrum of ISL exercises for a diverse set of learner populations, ranging from students to experienced personnel. See the attached grid of existing and planned curricula across the levels in different medical disciplines and domains.

Immersive and simulation-based learning will become increasingly important at Stanford University Medical Center and its affiliated hospitals in the coming years. We foresee ISL techniques as being fully integrated into the curriculum of medical students. They will enliven and enrich the learning of health and human disease and of pathophysiology and pharmacology. ISL experiences will be a critical bridge for students between theoretical knowledge and the actual practices and decisions that caring for patients entails. As students are enmeshed in their clinical rotations, ISL exercises will allow them to fully assume the duties and responsibilities of patient care, as if they were the physicians involved.

This approach will only accelerate for Stanford’s “post-graduate medical education”, namely for interns and residents – physicians who are training in the actual fields of medicine that they will practice. ISL curricula – with intensive training sessions – will enable them to become fully capable with the most serious kinds of situations, even those that occur only rarely. Such experiences will also provide important training in non-technical skills of decision-making, crisis management, leadership, communication, and teamwork.

SUMC and affiliated institutions will use the same techniques to provide life-long learning and practice for individuals, teams, and work units of staff-level personnel. This will involve all disciplines in health care, including physicians, nurses, and allied health professionals. ISL exercises will become important components of the ongoing maintenance of competency and quality management of health care institutions that are truly high reliability organizations.