Abstract
Computer-based clinical simulations provide a means for health care students to practice independent choice and action without the necessary constraints of patient safety. A specific diagnostic model is described along with its use in the training and evaluation of health care personnel. The educational viability of the model is examined in terms of a) the apparent reality of the simulation, b) the stability of student performance, c) the relationship of student performance on simulation to performance on more conventional testing methodologies, and d) the applicability of simulation to allied health care personnel. The implications for students, faculty and curriculum of computer-based clinical simulations are discussed.
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