Teaching methods used in this technique of education are unique to medical simulation. Students are first taught relevant theoretical background before being exposed to hands-on experience to related skills. This enables the student to apply the theory that they have learnt into practice immediately, thereby allowing the student to retain the knowledge better.

High-fidelity simulators such as the SimMan™ and SimBaby™ can be programmed to test the ability of a student to integrate assessment and diagnostic skills into clinical-decision making. Typically, a small group of 5 students is allowed to manage a medical or surgical emergency while the remaining members of the group watch the scenario through a real-time audio and visual recording. The way the scenario progresses is programmed into the computer and can be overridden at any time by the instructor who is running the scenario from a control room. Once the scenario is complete, the instructor can play back the recording of the scenario. This can be paused or replayed as required so that all members watch and provide constructive criticism. The instructor conducts and moderates the debriefing session which essentially allows free exchange of ideas and interpretations as to what transpired. The students can then switch roles so that another group now participates in the next scenario while the remainder watch. At the end of 3 to 4 scenarios, the entire group would have been exposed to all scenarios as active participants or as observers. The learning experience would of course be derived by the entire group.