Osler’s Simulation Program: a space to learn, grow and lead in patient care

Imagine a space where health care professionals can make mistakes, call a timeout to ask a question, or start a procedure over—all without risk to patients. A space where they can practice as a team and build confidence.

At Osler, that space exists.

Launched in May 2024, Osler’s Simulation Program provides hands-on learning in a safe, supportive environment that strengthens our commitment to excellence in patient care. The Simulation Program has two physical spaces, equipped with state-of-the-art equipment, at Brampton Civic Hospital and Etobicoke General Hospital. It also includes a mobile cart called ‘SIM-on-the-go’ which brings simulation training directly to the clinical units.

Christine Punton, Osler’s Simulation Program Lead, says having a strong simulation program has always been important, and especially so today as Osler welcomes more learners as the primary clinical partner for Toronto Metropolitan University’s new School of Medicine, and through partnerships with Humber Polytechnic and the University of Toronto.

Osler’s Simulation Program is a welcoming learning environment for new learners and seasoned professionals alike. While it is particularly important to help bridge the gap between classroom learning and real-world patient care for those early in their career, having a space for more experienced health care professionals to further enhance and hone their skills is equally essential. “I believe that simulation is something we must do, not something we do if we have the time or inclination. By helping our staff and our students gain proficiency, it will create a better experience for them and a better, safer experience for our patients,” said Christine.

Gwen Williams, a clinical nurse educator at Osler, who supports the professional practice and development of nurses on several units across our sites, couldn’t agree more. “Education through simulation—having that opportunity to repeatedly practice a skill in a safe space without judgement—benefits everyone.”

Faisal Khan, Clinical Services Manager, Emergency Department, Etobicoke General Hospital, said his department recently participated in two simulation sessions—one in the resuscitation zone and one in the ambulatory treatment centre—using the SIM-on-the-go mobile cart. Both sessions, he said, yielded valuable learnings and key takeaways that will enhance patient care.

“The sessions brought together physicians, nurses, residents, learners and public safety in a powerful display of multidisciplinary collaboration. Using high-fidelity scenarios in our own ED environment, we were able to strengthen our teamwork and clinical skills in ways that mirror real-life emergencies,” he said. “Simulation isn’t about testing—it’s about learning, growing and supporting one another.”

In addition to traditional scenarios such as a Code Blue, simulation is also used to help teams navigate difficult conversations, promote teamwork, people-centred care, and build confidence across a wide range of real-world situations.

“I love simulation because it offers incredible versatility. It can involve high-fidelity scenarios with advanced manikins that blink, speak, and respond like real patients. Or it can be as simple as using a space that mirrors a patient’s room to practice everyday skills, such as conducting effective discharge teaching,” said Gwen.

Another benefit to Osler’s Simulation Program is that training takes place using the same equipment in our hospitals. “We use the same IV pumps, beds and even code carts. Learners build experience and confidence with the very tools they’ll use to care for our patients,” explains Dr. Charissa Cordon, Associate Vice President for Practice and Academics.

Osler’s Simulation Program also focuses on interprofessional team collaboration. This allows the team to better understand their different roles and responsibilities, how to communicate with each other and work together in the moment.

After a simulation exercise, a guided reflection, referred to as a ‘debriefing’ takes place. It is as important as the practice part. “A key proponent to effective learning is being able to break it down and analyze where things went well, where things didn’t go well, and where things could go better,” says Charissa. Gwen agrees: “It’s the part where the most learning takes place. It’s where staff get to express how they feel, their thoughts, their observations and much of the learning comes from each other.”

Looking ahead, the vision for Osler’s Simulation Program is an exciting one.

“I see us continuing to grow and to be a leader in this space where we develop interprofessional educational programs that are evidence-informed and focus on safety. I also envision us advancing this way of teaching of learning within our academic practice partnership model, continue to explore new technologies, engage in research, and really come together to build a strong community of care for our patients,” said Charissa.