Significantly, many of the centers have developed distinct principles and philosophies around creating learning environments (such as psychological safely), unique debriefing approaches, and professional development pathways leading to further opportunities for instructor development. Each has access to faculty from within or from affiliated institutions. Selection of the appropriate course should be based on matching these characteristics with the participant’s needs.

For those instructors and faculty who aspire a deeper understanding of the practice and scholarship of simulation-based education, there are graduate-level courses resulting in certificates and master’s degrees, with specific focuses on simulation-based education. Although many schools of education allow student projects in the context of health professions and even simulation-based education, only recently are master’s degrees being offered with explicit concentrations or emphasis available in healthcare simulation.

A few accredited institutions of higher education are now offering graduate-level credit and certificates of advanced studies in simulation-based education. A few examples of such programs that are situated in graduate schools are found in Table 43.2.